George Washington Carver - Putting Children First · George Washington Carver School of Arts and...
Transcript of George Washington Carver - Putting Children First · George Washington Carver School of Arts and...
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Charter for the Renewal of the
George Washington Carver School of Arts and Science
a Waldorf-inspired high school
10101 Systems Parkway, Sacramento, CA 95827
a SCUSD Charter School
Submitted to
Sacramento City Unified School District
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“Table of Contents of Legal Requirements”:
This charter has been created in the format encouraged by the California State Board of Education in
its adopted “Model Application for Charter Schools” and goes beyond the legal requirements of
Education Code Section 47605. According to the State Board of Education, the Model Application
format ensures that charter petitioners cover all of the minimum elements required by law in a
systematic way. However, as the Model Application format requires that statutory provisions in the
Charter Schools Act be addressed out of the order presented in the Education Code, this “Table of
Contents of Legal Requirements” is presented to assist the Reviewer in establishing that all
requirements of law have been met.
1. Affirmations/Assurances page v
2. The Educational Program page 4
3. Measurable Pupil Outcomes page 24
4. Methods to Assess Pupil Progress towards Meeting Outcomes page 29
5. Governance Structure of School page 29
6. Employee Qualifications page 31
7. Health and Safety Procedures page 32
8. Means to Achieve Racial/Ethnic Balance Reflective of District page 33
9. Admissions Requirements page 33
10. Financial Audit page 34
11. Pupil Suspension and Expulsion page 34
12. Retirement System page 34
13. Attendance Alternatives page 34
14. Employee Rights to Return page 35
15. Dispute Resolution page 35
16. Labor Relations page 37
17. School Closure page 37
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Table of Contents
Page
AFFIRMATIONS and ASSURANCES.............................................................................................iv
I. INTRODUCTION………………………. ……...…………………..….……………………..1 HISTORY of ACCOMPLISHMENTS.....................................................................................................1
FOUNDING GROUP and LEADERSHIP TEAM…..............................................................................2
II. ELEMENT A-- THE EDUCATIONAL PROGRAM....................................................................4
VISION…………….………………………………………………………………………………….....4
MISSION………………………………………………………………………………………………...4
WHAT IS WALDORF EDUCATION?....................................................................................................4
THE FIRST WALDORF SCHOOLS……………………………………………………………………4
HOW DOES LEARNING BEST OCCUR?..............................................................................................5
EDUCATING FOR THE 21ST
CENTURY ..............................................................................................6
STUDENT PROFILE……………………………………………………………………………………7
THE WALDORF APPROACH TO EDUCATION..................................................................................8
EXPERIENTIAL EDUCATION...............................................................................................................11
FOCUS ON RELATIONSHIP..................................................................................................................12
INSTRUCTIONAL RHYTHMS…..………………………..………………………………...…..…..…13
LEARNING ENVIRONMENT……..………………………………………………………….....…..…13
THE CURRICULUM................................................................................................................................15
MAIN LESSON………………………………...………………………………………………………..15
THE ARTS………………………………………………………………………………………...……..16
THE GARDEN………………………………………………..…………………………………...……..16
ACADEMIC COURSES OFFERED…………………………………………………………...………..17
ALIGNMENT WITH UNIVERSITY OF CALIFORNIA A-G REQUIREMENTS………….....……...17
OTHER SUBJECT AREAS………………………..……………………………………………………21
ADDRESSING STUDENTS BELOW/ABOVE GRADE LEVEL. ENGLISH LANGUAGE
LEARNERS, SPECIAL EDUCATION…………………………………………………………………22
STAFF DEVELOPMENT.........................................................................................................................23
III. ELEMENT B -- MEASURABLE PUPIL OUTCOMES AND OTHER ELEMENTS.......24
GRADUATION RATES………………………………………………………………………..24 CST PERCENT PROFICIENT RESULTS…………………….………………………………………..25
CAHSEE PASSING RATES ……………………………………………………………………………28
IV. ELEMENT C -- METHODS TO ASSESS PUPIL PROGRESS…......……………………….29
V. ELEMENT D-- GOVERNANCE STRUCTURE OF SCHOOL……………………...……….29
VI. ELEMENT E-- EMPLOYEE QUALIFICATION..…………………………………………….31
TEACHER EXPECTATIONS AND QUALIFICATIONS……………………………………..………31
INSTRUCTIONAL LEADER QUALIFICATIONS AND EXPECTATIONS…………………………32
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VI. ELEMENT F-- HEALTH AND SAFETY PROCEDURES….……..…………………………32
VII. ELEMENT G -- MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
REFLECTIVE OF THE DISTRICT……………………………………….……………………………..33
VIII. ELEMENT H -- ADMISSIONS REQUIREMENTS……………………………………………33
IX. ELEMENT I -- FINANCIAL AUDIT………………………………...…………………………...34
X. ELEMENT J -- PUPIL SUSPENSION AND EXPULSION..…………………………………34
XI. ELEMENT K -- RETIREMENT SYSTEM…………….………………………………………..34
XII. ELEMENT L -- ATTENDANCE ALTERNATIVES………...……………………………...…34
XIII. ELEMENT M-DESCRIPTION OF EMPLOYEE RIGHTS………………………………….35
XIV. ELEMENT N -- DISPUTE RESOLUTION….…………………………………………………..35
PUBLIC COMMENTS.………………………………………………………………………………….35
DISPUTES ARISING FROM WITHIN THE SCHOOL………………………………………………..35
DISPUTES BETWEEN THE SCHOOL AND THE CHARTER-GRANTING AGENCY………….....35
OVERSIGHT, REPORTING, REVOCATION, AND RENEWAL……………………………………..36
XV. ELEMENT O -- LABOR RELATIONS……… ……………………….…………….…………...37
XVI. ELEMENT P -- SCHOOL CLOSURE…………………………………………………………….37
XVII. SIGNATURE PAGE…………………………………………………………………………………38
XVIII. APPENDICES …………………………………………………………………………..……….…40
A. INTEGRATED GARDEN MATRIX: NATURE IS OUR TEXTBOOK
B. THE URBAN EDGE PATHWAY OUTCOMES
C. MAIN LESSON BOOK EXAMPLES
D. ASSESSMENT MATRIX
E. SCHOOL WIDE ASSESSMENT RUBRICS
F. STUDENT PARENT COMPACT
G. STUDENT PARENT HANDBOOK
H. EXPENSE BUDGET PROJECTIONS
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GEORGE WASHINGTON CARVER SCHOOL OF ARTS AND SCIENCE
10101 Systems Parkway Sacramento, CA 95827
(916) 228-5751 FAX (916) 228-5760
www.carverartsandscience.edu
Allegra Alessandri, Ed.D., Principal
Affirmations and Assurances
As the authorized representative of the applicant, I herby certify that the information submitted in this
application for a charter for George Washington Carver School of Arts and Science is true to the best of
my knowledge and belief; I also certify that this application does not constitute the conversion of a
private school to the status of a public charter school and further I understand that if awarded a charter,
George Washington Carver School of Arts and Science (Carver) will comply with all applicable laws
including but not limited to the following:
George Washington Carver School of Arts and Science:
Shall meet all statewide standards and conduct the student assessments required, pursuant to
Education Code Sections 60605 and 60851, and any other statewide standards authorized in
statute, or student assessments applicable to students in non-charter public schools.
[Ref.Education Code Section 47605(c)(1)]
Shall be deemed the exclusive public school employer of the employees of George Washington
Carver School of Arts and Science for purposes of the Educational Employment Relations Act.
[Ref. Education Code Section 47605 (b)(5)(O)]
Shall be non-sectarian in its programs, admissions policies, employment practices, and all other
operations. [Ref. Education Code Section 47605(d)(1)]
Shall not charge tuition. [Ref. Education Code Section 47605(d)(1)]
Shall admit all students who wish to attend George Washington Carver School of Arts and
Science and who submit a timely application, unless Carver receives a greater number of
applications than there are spaces for students, in which case each application will be given equal
chance of admission through a public random drawing process. Enrollment preferences will meet
all legal requirements, and will be described in the section “Who Shall Be Educated,” below.
Except as required by Education Code Section 47605(d)(2), admission to Carver shall not be
determined according to the place of residence of the student or his or her parents within the
State. Preference in the public random drawing shall be given as required by Education Code
Section 47605(d) (2) (B). In the event of a drawing, the chartering authority shall make
reasonable efforts to accommodate the growth of Carver in accordance with Education Code
Section 47605(d)(2)(C). [Ref. Education Code Section 47605(d)(2)(A)-(B)]
Shall not discriminate on the basis of the characteristics listed in Section 220 (actual or perceived
disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other
characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the
Penal Code or association with an individual who has any of the aforementioned characteristics).
[Ref. Education Code Section 47605(d)(1)]
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Shall adhere to all provisions of federal law related to students with disabilities including, but not
limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with
Disabilities Act of 1990 and the Individuals with Disabilities in Education Improvement Act of
2004.
Shall meet all requirements for employment set forth in applicable provisions of law, including,
but not limited to credentials, as necessary. [Ref. Title 5 California Code of Regulations Section
11967.5.1(f)(5)(C)]
Shall ensure that core teachers in CHS hold a Commission on Teacher Credentialing certificate,
permit, or other document equivalent to that which a teacher in other public schools are required
to hold. As allowed by statute, flexibility will be given to non-core, non-college preparatory
teachers. [Ref. California Education Code Section 47605(l)]
Shall at all times maintain all necessary and appropriate insurance coverage.
Shall, for each fiscal year, offer at a minimum, the number of minutes of instruction per grade
level as required by Education Code Section 47612.5(a)(1)(A)-(D).
If a pupil is expelled or leaves Carver without graduating or completing the school year for any
reason, Carver shall notify the superintendent of the school district of the pupil’s last known
address within 30 days, and shall, upon request, provide that school district with a copy of the
cumulative record of the pupil, including a transcript of grades or report card and health
information. [Ref. California Education Code Section 47605(d)(3)]
Will follow any and all other federal, state, and local laws and regulations that apply to George
Washington Carver School of Arts and Science including but not limited to: 1)Carver shall
maintain accurate and contemporaneous written records that document all pupil attendance and
make these records available for audit and inspection; 2) Carver shall on a regular basis consult
with its parents and teachers regarding Carver’s education programs; 3) Carver shall comply
with any jurisdictional limitations to locations of its facilities; 4) Carver shall comply with all
laws establishing the minimum and maximum age for public school enrollment; 4) Carver shall
comply with all applicable portions of the No Child Left Behind Act; 5) Carver shall comply
with the Public Records Act; 5) Carver shall comply with the Family Educational Rights and
Privacy Act; 6) Carver shall comply with the Ralph M. Brown Act; 7) Carver shall meet or
exceed the legally required minimum of school days.
________________________________________________ __________
Allegra Alessandri Ed.D., Principal date
George Washington Carver School of Arts and Science Charter Renewal
January 2012
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I. Introduction
Four years ago George Washington Carver School of Arts and Science opened its doors.
The small, innovative high school was to be the first public high school in California to
implement Waldorf methods. To achieve this goal, the school opened with facilities,
faculty and students from America’s Choice. Through a dramatic and challenging
transition, the new program school quickly turned around a failing high school.
Teachers, staff and students built a thriving community where everyone loves learning,
where students and teachers engage in meaningful learning together, and where creativity
and innovation are daily practices. George Washington Carver School of Arts and
Science (Carver) offers an innovative, creative high school education. It was born out of
a 100 year old international education system currently boasting 1000 + schools world-
wide on nearly every continent. Carver opened in the fall of 2008 with 100 students. At
full implementation, Carver will be a small high school with 400-500 students.
Carver is located at 10101 Systems Parkway, Sacramento, CA 95827, on the eastern edge
of the Sacramento City Unified School District and Rancho Cordova. The school district
and the city of Rancho Cordova fully embrace the school.
History of Accomplishments
In 2004, America’s Choice High School opened as one of the first small innovative high
schools, part of the high school reform efforts in SCUSD. America’s Choice moved to
three locations until it finally moved into its permanent home in February 2008, a new 13
acre campus, where the school resides today. In June of that year, it was determined that
America’s Choice would co-locate with the final small innovative high school to open,
the Waldorf High School.
Since the merger, George Washington Carver School of Arts and Science submitted a
petition for material revisions to the charter to the Board of Education in October 2008.
The material revisions removed the America’s Choice curriculum and embedded a
Waldorf inspired curriculum.
In three years the school has grown form 100- to 290 students in grades 9-12.
The school’s API jumped from 598 to 750 in two years.
Attendance rates leapt from 85% to 96%.
Suspensions dropped as graduation rates soared to 90%
Carver earned a full three year Western Association of Schools and Colleges
(WASC) accreditation from June 2009 to June 2013. We are currently engaged in
our self-study for the next WASC re-accreditation.
Recognizing the importance of personal and professional development, Carver
supports the staff by providing a number of opportunities for Waldorf Teacher
training including:
o High School Teacher Training Certification coursework for all faculty
every summer at Rudolf Steiner College
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o Attendance for all faculty and staff at the annual Alliance for Public
Waldorf Education Conference in January
o Ongoing weekly Waldorf study with mentor teacher, Betty Staley
o Summer Institute for all faculty and staff integrating Waldorf methods into
the Linked Learning pathway
Founding Group and Leadership Team
Allegra Alessandri—Principal
Dr. Alessandri is a Waldorf graduate and 24 year teaching veteran. She earned her
Bachelor’s degree from Pomona College in Claremont, CA, a Master’s from Georgetown
University and her doctorate from UC Davis in Educational Leadership. Dr. Alessandri
is a national leader in Waldorf High School development and is a specialist in Waldorf
curriculum as it meets UC a-g requirements and California State Standards. She has
served on the Board of Trustees at San Francisco Waldorf School, the Alliance for Public
Waldorf Education and Golden Valley Charter School, a Waldorf inspired public school.
Dr. Alessandri has taught English and history, and is an adjunct professor at Rudolf
Steiner College and Chengdu Waldorf Teacher Training Center in Chengdu, China.
Aart DeWaard—Biology and Gardening Instructor
As an Agriculture graduate student in The Netherlands, Mr. DeWaard was first exposed
to Rudolf Steiner’s ways of thinking via the bio-dynamic farming methods he studied for
his masters in organic farming. He continued his interest in Rudolf Steiner’s as a student
teacher at a Dutch Waldorf school earning his credentials in biology. Later in life, as a
father, he enrolled his children in several Waldorf schools, both in Europe and the US.
Together with his previous Waldorf experience, his training at Rudolf Steiner College,
and a decade of teaching at inner city public schools, Mr. DeWaard is pioneering
innovative ways to apply Waldorf principles within the structures and expectations of
public education.
Laura Embrey-Stine—English Instructor
Ms. Embrey-Stine earned her Bachelor’s degree in English and her Master’s in Education
from UC Berkeley. Ms. Embrey-Stine is a 26-year teaching veteran. She has taught in
Waldorf schools for the past seventeen years, taking one class from first through eighth
grades and a second class from fifth through eighth grade. After graduating her class she
joined the high school faculty in the Humanities Department, where she taught English
and history. Her prior experience teaching English and social sciences in public schools
for eleven years led to her investigation of Waldorf methods and her subsequent two-year
training at Rudolf Steiner College. She has been an instructor at Rudolf Steiner College
for ten years. Ms. Embrey-Stine has published a book on form drawing for grades one
through four, which is a required text for Waldorf Teacher Training Certification.
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Nadine Mitchell—Office Manager and Outreach Coordinator
Nadine Mitchell has 21 years of experience in education, most of which was working in a
low performing, at-risk urban school. Involvement with the Waldorf experience was
truly by accident: Ms. Mitchell was referred to the new principal to help with what was
then, just a concept. She was immediately intrigued by the Waldorf pedagogy. Once the
concept became a reality, the belief in the philosophy that every child is important, every
child can learn became evident. The results were almost immediate and in a data driven
district, this means success.
So inspired, her objective now is to provide outreach to other ethnicities not equally
represented in private Waldorf education. She feels that Waldorf teaching strategies are
sensitive to ethnic and cultural contexts necessary to assist in the learning of under-
represented ethnic groups. This Waldorf inspired environment provides building blocks
instead of barriers and offers challenging opportunities to grow and be successful
academically and socially.
Scott Preston—Spanish Instructor
Mr. Preston is an educator with 16 years of experience in the public sector. He holds a
Bachelor of Arts degree in English/Communication and a Master of Arts in Educational
Supervision and Leadership. He discovered Waldorf Education during the search for an
appropriate school environment for his own children. Upon learning of this unique
approach to teaching he pursued his own education within the Waldorf community. Scott
will complete his Waldorf High School Certification through the Rudolf Steiner College
in Fair Oaks, California in 2012.
Scott moved his family from Phoenix, Arizona to Sacramento, California to become part
of the Carver School of Arts and Science. Since its inception in 2008 Scott’s contribution
to Carver includes teaching all levels of Spanish, a main lesson focusing on Ancient
Mesoamerican history, the elective courses of communication and journalism and serving
as a resource and mentor for campus building projects.
Scott Stine- English and Drama Instructor
Mr. Stine is a third generation teacher and is in his 29th
year of service. He earned his
Bachelor’s degree from the University of California Berkeley and studied with the Bay
Area Writing Project to obtain his credential. After fourteen years teaching at public
middle schools, he began teaching at a private Waldorf high school. For twelve years he
taught English, history, art and drama as well as various Main Lessons. Mr. Stine was
inspired by the opportunity to help start the first public Waldorf high school and to bring
this education to those who would otherwise be unable to afford a private school tuition.
He has taught classes at Rudolf Steiner College and earned a certificate in College
Admissions and Career Counseling.
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January 2012
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Element A. The Educational Program
Vision Our vision is that all our students, regardless of background, will graduate from George
Washington Carver School of Arts and Science with the option of going to college and
master the skills and knowledge necessary for them to be successful. Our vision is that as
students learn about the world, they will come to know themselves.
Mission To achieve this vision, we will engage all students in developing 21
st Century Skills--
critical thinking and creative problem solving skills-- in an integrated and rigorous
college-preparatory curriculum that integrates the arts and environmental stewardship.
Ultimately, through the course of four years at Carver, each student will find his/her own
unique path towards becoming intelligent, self-confident, and socially responsible
individuals. Our students will have the skills and knowledge to address the question:
how will you engage the world?
What is Waldorf Education?
Waldorf education is a humanistic approach to pedagogy based on the educational
philosophy of the Austrian philosopher Rudolf Steiner. Learning is interdisciplinary,
integrating practical, artistic, and conceptual elements. The approach emphasizes the role
of the imagination in learning, developing thinking that includes a creative as well as an
analytic component. The educational philosophy's overarching goals are to provide
young people the basis on which to develop into free, morally responsible and integrated
individuals, and to help every child fulfill his or her unique destiny.
The First Waldorf Schools
"Our highest endeavor must be to develop free human beings who are able, of
themselves, to impart purpose and direction to their lives."
Rudolf Steiner (1861-1925)
In the chaotic circumstances of post-World War I Germany, Rudolf Steiner had been
giving lectures on his ideas for transforming society and the role of education to renew
society to the workers of various factories. The workers at the Waldorf-Astoria cigarette
factory in Stuttgart, Germany asked whether their children could be given such a school.
The owner and managing director of the factory, Emil Molt, announced his decision to
set up such a school for his factory workers' children. The name Waldorf thus comes
from the factory which hosted the first school.
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January 2012
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The original Waldorf school was formed as an independent institution licensed by the
local government as an exploratory model school with special freedoms. Steiner specified
four conditions which were radically innovative in 1919:
1. that the school be open to all children;
2. that it be coeducational;
3. that it be a unified twelve-year school;
4. that the teachers, those individuals actually in contact with the children, have
primary control over the pedagogy of the school, with a minimum of interference
from the state or from economic sources.
The school opened on Sept. 7, 1919 with 256 pupils in eight grades. It had been an
explicit goal of the founders to create a school that bridged social classes. The Stuttgart
school grew quickly, adding a grade each year of secondary education, which thus by the
1923/4 school year included grades 9-12, and adding parallel classes in all grades. By
1926 there were more than 1,000 pupils in 28 classes.
Since the opening of the first Waldorf school there has been an explosion of schools
opening and thriving worldwide. Currently there are nearly 1000 schools, with an
additional 200 programs developing in China alone! In California and the western states,
twenty-five of independent charter Waldorf schools have opened with another twenty in
development. Sacramento City Unified School District boasts the first public Waldorf K-
8 program and the first dependent charter Waldorf high school program in the nation.
How Does Learning Best Occur?
At Carver, our mission is to implement Waldorf methods as our best teaching practices.
Teaching and Learning is a process that engages the Head (the intellect and academic
content) the Heart (students must feel excited and in relationship to what they are
learning), and Hands (students transform what they have learned and how they felt about
it into a product). We integrate creativity, critical thinking and creative problem solving
in all our lessons. Students write across the curriculum and engage in discussion of ideas,
theories and findings in all their subjects.
Each day students and teachers greet each other with a handshake. Class begins with a
poem, verse or song. Teachers engage students in an active review of yesterday’s class,
refreshing the memory and rebuilding the subject. The teacher delivers new material in an
artistic way through imagery, or storytelling, which activates the visual memory. The
lesson offers students opportunities to activate their thinking, their feeling and the lesson
ends with students doing—turning their new knowledge into an essay, illustration,
research or math problem. Every lesson is three fold in this way with artistic, reflective
and active work by every student. We train our teachers so that they practice teaching as
an art form—reading the class and individual students before them; masters of their
subject matter and State Standards; expertly weaving in creativity, discussion, and critical
thinking through the lesson.
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Learning also happens at Carver through integrated units throughout the year. Physics
and art, history and English, individually and in small groups, our projects lead to school
wide festivals in which our entire community celebrates learning. One example of such
project began at the beginning of the school year. Over 70 student and teacher volunteers
met at Discovery Park for the Great American River Clean Up Day. Students scoured the
parkway and river bank for garbage. Students collected bags of trash and found real
buried treasures: collectable whisky bottles, wooded sideboards of sunken ships and giant
Styrofoam buoys. All trash came back to campus for two main projects: the tenth grade
art students created junk sculptures and a physics lab on the energy used to create the
materials that we wasted as trash. These two projects led to the design and creation of a
giant trash dragon. The school community gathered at the end of September to learn
about the environmental impact of our trash. Students pledged to reduce waste.
Volunteers slew the dragon, a symbolic promise to reduce personal waste. We sang, we
enjoyed the art, we played energy saving games, all in honor of art and physics. This
project was recorded by KVIE, The American Graduate: Keeping California Kids in
School (http://vids.kvie.org/video/2161560877)
Carver’s small environment allows each teacher to forge strong bonds between students
and families, and instills a sense that each student is valued and cared for in this uniquely
rich setting.
Educating for the 21st Century
Recently, a group of district Board members, superintendents and other educational
leaders came to Carver for a Linked learning residency. They observed a student-teacher
discussion and evaluation of our school wide grading rubrics. By way of reflecting on the
exercise, these visitors commented about how articulate and respectful these students
were, and what a sense of identity they demonstrated. They asked: how do you teach
your students critical thinking and articulate expression?
These are the 21st Century Skills Carver students learn implicitly throughout the four year
education. In every assignment, class discussion, integrated project, Carver teachers
weave in practice of the four basic 21st Century Skills: Critical Thinking, Clear Written
and Verbal Communication, Collaboration and Creativity. While we address our
California State Standards and insure our students are prepared for all their standardized
exams, we strive even higher in our teaching to offer the highest level thinking skills,
opportunities for essay writing across the curriculum, opportunities to collaborate in all
classes and daily practice of creativity.
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January 2012
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Student profile
Carver students represent the great diversity of Sacramento City Unified School District.
Our student body reflects the Lincoln Village and Rosemont neighborhoods in which we
are situated. The high school serves students in grades 9 through 12. Other aspects of a
Carver student are: a creative person, someone who seeks individual attention, students
looking for an innovative approach to learning. We welcome all students, and we are
proud to offer Waldorf eighth graders a Waldorf high school option.
Student Voice: At Carver there is a feeling of acceptance for everybody no matter our
background or interests.
Total Enrollment and Percent Out of District
School Year Total Enrollment Percent ―out of district‖ students
2011-2012 290 41%
2010-2011 219 38%
2009-2010 184 26%
2008-2009 171 35%
Projected Enrollment
School Year Projected Enrollment
2012-2013 310
2013-2014 340
2014-2015 360
George Washington Carver School of Arts and Science Charter Renewal
January 2012
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The Waldorf Approach to Education
Year Developmental Theme
Ninth Grade Polarities
Educate the
powers of observation
through a study of
polarities.
As young people enter high school in the ninth grade, their lives
are full of contrast and tension. They are transitioning
intellectually, emotionally, and physically from childhood to
adulthood. They are both bound by their physical changes and
liberated by their new ability to think conceptually. Many
adolescents feel a conflict between the desire for affiliation and a
sense of alienation. Our objective is to reflect these polarities in
their educational experience. Students’ experiences of inner
polarities provoked by these changes are reflected back to them in
the carefully chosen school curriculum.
For example: In science students study the polarity of heat
and cold; in geography, the collision of plate tectonics; in
history, the conflicts of the revolutions of Russia, France,
and the United States; in the history of the theater, tragedy
and comedy; in art, black and white drawing, calligraphy
and print making.
Students are challenged to exercise powers of exact
observation: in the sciences, to describe and draw
precisely what happened in the experiments and
demonstrations; in the humanities, to recount clearly a
sequence of events or the nature of a character without
getting lost in the confusion of details.
The objective is to train exact powers of observation and
recollection so that the students can experience the
steadiness of their own thinking in the often-confusing
world of adolescence around them.
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Grade Developmental Theme
Tenth Grade Process
Educate the
powers of comparison
through a study of
processes
By tenth grade, adolescents are actively seeking equilibrium and
order. The curriculum explores equilibrium through the study of
balance in natural and social phenomena. Students are expected to
develop and utilize powers of comparison. These comparisons help
bring order to chaos, balance to opposition and acceptance of
differences. From order and balance, a new awareness can arise.
Students experience: in physics, the principles of
mechanics; in social studies, cultural similarities and
differences and the development of civilization; in art,
creating a vessel from plant material or clay . These reveal
the possibility of equilibrium arising out of the balancing
of extremes.
Students are called upon to exercise powers of
comparison, weighing contrary phenomena to determine
their value and significance and their origin.
Students discover that in the balancing of opposites, new
forms can arise, whether in clouds and tides or new
chemical compounds.
The objective is to help students find their own balance by
discovering the process of balance in natural and human
phenomena. This can prompt the curiosity to explore the origins of
things.
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January 2012
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Grade Developmental Theme
Eleventh Grade Analysis: The Quest for Identity
Educate the
powers of analysis
through
individualized study.
The personal experience of juniors is a search for identity and
independence. They have formed a new vision of themselves out
of chaos, and in the eleventh grade, are ready to journey into the
unknown. The curriculum delves further into purely abstract
concepts in order to strengthen the student’s independent analysis
and abstract theorizing. New depths in the inner life of thoughts,
feelings and deeds arise. Existential questions may come. Each
student feels called to find his or her own path in life.
Students investigate the invisible through subjects that
draw them into areas not accessible to the senses. This
requires developing a new confidence in abstract thinking.
In literature, this journey is captured in the study of the
Grail legends and the American Transcendentalist. In
chemistry, students study the development of the periodic
table—an insight based on intuition; In projective
geometry, the meeting point of parallel lines at infinity can
be thought, but never reached in the world of the senses.
The objective is to strengthen analytical and abstract thinking:
Why are things this way? Why did the events of history take this
course? Even deeper questions—those of destiny, purpose in life,
and social responsibility—also find their way into the classroom.
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Grade Developmental Theme
Twelfth Grade Synthesis: Myself Within the Community
Educate the
powers of synthesis
through
integration
of all previous learning.
Senior year recapitulates and synthesizes the themes of the high
school, as well as the Waldorf-inspired grades’ curriculum.
Students examine the relationship of humanity with the
world. Studying the British Romantics, they live with the
thoughts of great writers who have questioned man’s place
in the world.
Subjects synthesize many themes: World History, History
through Architecture, Environmental Science and Senior
Essay. Assignments call upon the students to synthesize
disparate disciplines.
All students present a senior project which may include
written, spoken, and performance components.
The objective of senior year is the synthesis of the K-12 education
and preparation for the next stage in learning.
Experiential Education
Carver believes learning occurs best when the student finds personal meaning and
purpose in the lesson through hands-on experience and place-based education.
Experiential education involves direct interaction with the learning environment to
address practical, social, personal or research problems. Place-based education focuses
on the unique history, environment, agriculture, culture, economy, literature and art in
Sacramento County and the river delta.
Students learn through experimentation and making mistakes; they derive knowledge
based on their experiences; they develop relationships while working with other students.
Because experiential education involves physical and behavioral as well as intellectual
dimensions, learning takes place in the whole body—head, heart, and hands. In the words
of Waldorf educator Henry Barnes, "When children relate what they learn to their own
experience, they are interested and alive, and what they learn becomes their own.‖
On the Carver campus, experiential learning will occur in every class. The art of Waldorf
teaching brings the subject matter to life through wide-ranging experiences that are
recorded individually and artistically by students in their main lesson books. Through
their work in classrooms, laboratories, gardens, art studios, performance spaces and
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sports fields, students experience firsthand the profound satisfaction of their thinking,
planning, hypothesizing, experimentation and expression.
High school education is enriched when students are engaged beyond the walls of the
traditional classroom. Internships, service learning, field trips and excursions that take
students out into their community and the natural environment will provide such
enriching opportunities.
Using the environment as a context for learning takes students out of the classroom and
into school gardens, searching for aquatic life in the wetlands, hiking through forests,
digging in the soil and sketching native wildlife. Field trips take students to museums,
theatre, historical sites, government centers, commerce centers, farms, factories and
natural areas. Researchers have documented the cognitive and affective benefits of field
trips, including increased motivation for learning, a more positive attitude toward science
and environmental concepts, and the acquisition of knowledge and skills.
Community partners, organizations and the natural resources of Sacramento County will
provide a special richness and expanded classroom for students. Students at Carver will
engage in team and individual internships and service learning opportunities. These
experiences are cooperative rather than competitive and thus promote practical life and
career skills, teamwork and community involvement.
Focus on Relationship
In small schools, students build meaningful relationships with teachers, parents, peers and
their community. Students learn best from a faculty of experienced, exemplary and
inspiring teachers who are dedicated to helping students reach their fullest potential and
embark on lives of conscience and consequence. Throughout the adolescent stage of
development, young people are seeking truth. Authority is no longer taken for granted.
Teens seek teachers who embody their ideals of truthfulness, thoughtfulness, self-
possession, consideration and confidence. At this age they must find connection with a
mentor who shows a mastery of self and subject matter: someone worthy of emulation. A
teacher who is seen as striving towards self-discipline will attain the respect and attention
of her students. We will have a sponsor teacher who works with each cohort of 32
students, communicates with each student and family on a regular basis, and coordinates
relationship-building activities such as meetings, events and trips.
Parents
As teenagers develop a stronger sense of self and autonomy they have a need to
build a new kind of relationship with their parents. While teens are seeking more
freedom, the road to autonomy is a steady climb of increased responsibility. They
need to see examples of how adults move in the world, and more importantly, in
the immediate community. Carver will support the development of these
relationships by creating opportunities for parents to participate fully,
meaningfully and purposefully in the life of the school.
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Peers
From the student perspective, the most prominent and important relationships in
high school are those with their peers. Research has shown that positive peer
relationships enhance a sense of belonging, improve student behavior in school
and increase retention rates. Therefore, the Carver curriculum will have a strong
social-emotional component with a focus on building strong peer relationships.
Through experiences that promote acceptance of difference and diversity, students
will find a sense of social safety that allows for authentic self-expression.
Carver believes that education is an enterprise undertaken by an entire community—a
further opportunity for place-based learning. Thus we take seriously the complex set of
relationships that emerge through participation in this learning environment. This means
that all of the interaction, conversation and exchange of ideas that occurs as a student
works with peers, faculty, staff, parents and community members are significant elements
of that young person's education. Students who are encouraged to work interactively and
to share their questions and ideas learn the value of shared accomplishment. Students
who are led into conversation and action with their community have an understanding of
how they can make a difference in the positive development of society.
Instructional Rhythms
There are daily rhythms that help promote healthy lives: rhythms of eating, resting,
activity and cognition. With this in mind, the CHS schedule will provide a balance of
activities, classes and breaks to promote attention and participation.19 The first period of
the day may be an activity that helps to invigorate students, for example, physical
education, dance or music. Then we move into the thematic main lesson, where students
focus on a given subject for one hour and 45 minutes each day for approximately four
weeks (known as a ―block.‖) Because understanding is reached by many roads, main
lesson subjects will be explored through a variety of pedagogical methods, often
combining discussion, art, experimentation and active research and involving the
intellectual, social/emotional, and physical realms—the head, heart, and hands. Math,
composition, literature, history, economics, health, foreign language, arts, music, theater,
dance, farming and physical education will be taught following the morning main lesson
as quarter-, semester- or year-long track classes throughout the year.
Learning Environment
Students at Carver learn in a variety of settings, including natural environments, gardens,
and eventually a working farm. Primary instruction will occur on site—in classrooms, the
farm and gardens, and outdoor spaces designed for instructional purposes.
The Carver campus spaces promote a healthy physical and emotional experience. In
recognition of the positive psychological and physiological effects of day lighting, Carver
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uses as much natural lighting as possible. A large-scale 1999 study showed that students
with the most day lighting in their classrooms saw substantial improvement in reading
and math test scores. Our goal will be to create aesthetically engaging and beautiful
spaces that will provoke imagination and learning. This provides a subtle but pervasive
message that the work being undertaken is important, as are all members of the school
community—students, faculty, staff, volunteers and parents.
The structural environment of Carver is used to enhance learning about the environment
and about sustainability. We provide recycling programs, organic gardening, and waste
reduction and conservation programs to help students learn. In the design of Carver’s
campus, attention is paid to the simplicity, beauty and vitality of both indoor and outdoor
spaces.
Students have many opportunities to experience and learn about the natural world
through farming, outdoor excursions, field trips, caretaking of the campus and through
community-based internships and service learning projects. We teach sustainability
across the curriculum and provide experiential learning opportunities to deepen student
knowledge. Students are able to study solar energy production, and learn from our own
ventures in the use and production of solar energy. In mathematics students can
concentrate on such diverse issues as how to calculate global warming, carbon footprints
and the efficiencies of various technologies; and all science classes can benefit from a
study of how to measure and assess changes occurring in the natural world. The school
provides students with direct experiences of sustainability in all of its dimensions—
environmental, agricultural, economic, social and personal.
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The Curriculum
Carver is the first public Waldorf methods high school in California. Our curriculum is
modeled on the traditional Waldorf curriculum: a four year developmentally based high
school program integrating arts and adolescent development into all areas of the program.
Our program meets the University of California A-G admission requirements.
Main Lesson
The hall mark of a Waldorf program is the main lesson period, a two hour seminar-like
class. The main lesson is a three to four week block in which students and teachers delve
deeply into a subject. Students create their own textbooks and also engage in artistic
projects in every main lesson. We intend to continue building our main lesson curriculum
over time. (Italicized courses are those we currently offer)
Grade Main lesson Grade Main lesson
9 Art History 11 The Islamic World
Revolutions Astronomy
Earth Art Science Romantic Era
Permutations and Combinations Enlightenment
Thermodynamics Botany
Comedy and Tragedy Music History
10 Health and Nutrition 12 Projective Geometry
Ancient Meso-America Senior Play
Poetry Transcendentalists
Ancient Greece Symptomatology
Mechanics Evolution
Embryology Modern Thought
History of Architecture
Student Voice: One of the most important things at Carver is the main lesson book. These
portfolios give us an opportunity to look back at all we have learned: our essays,
illustrations, art projects, drafts and lecture notes. As a senior I have made many
portfolios and still enjoy he ones I made freshman year.
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The Arts
All classes have an artistic component, though students take at least three years of art.
The ninth grade art class is the Waldorf Wheel. Students rotate through 9-week sessions
of Art, Drama, Gardening and Music. The tenth grade takes Art which works in
collaboration with 10th
grade physics. Eleventh and twelfth graders have the option to
take Drama or AP Studio Art. We are working in conjunction with the Capital Unity
Center and Linked Learning to build a digital arts laboratory which would round out our
art program and link it to the career pathways of digital and graphic arts.
The Garden: ―Nature is our textbook‖
Our garden is Carver’s centerpiece. Students take great pride working in the garden. We
sustain our community with fresh and healthy snacks from the garden. Students work
daily in the garden learning all aspects of gardening, irrigation, organic pest control, seed
propagation and building.
The idea of a garden/farm connected to the school is to restore the relationship between
the earth and the students. Most youngsters have no idea how the food that they eat
grows. We live in a technological world of instant satisfaction. We instantly connect with
our friends by cell phone, we are instantly entertained by turning on the computer or TV,
we use the drive-through to get our lunch instantly. Growing our own food helps us
realize that our most basic need–food–requires many qualities that our technological
society has forgotten. Growing our own food not only helps us connect to the earth, it
also helps us develop life skills.
A school garden and farm is a living textbook that teaches the students how all life is
interconnected and how we are all part of the cycles of life. Please see Appendix A:
Integrated Garden Matrix
Student Voice: The garden brings our campus to life. It is a beautiful background to our
daily routine. Many students gravitate to it at lunch or while strolling during break. We
experience the changing seasons and crops of vegetables in our garden, and even sample
them!
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Academic Courses Offered
Carver uses the main lesson block to supplement and deepen the State and district
graduation requirements. Our curriculum meets and exceeds the University of California
A-G admissions requirements.
History English Math Science Art PE Electives Contemporary English 9 Algebra 1 or Biology Waldorf PE Spanish 1
Global Issues Geometry Wheel
World History English 10 Geometry or Physics Art PE Spanish 2
Algebra 2 Gardening
US History English 11 Algebra 2 or Chemistry AP Studio Art Drama,
Pre-Calculus Photography
Journalism
Gardening
US Government English 12 Pre-Calculus or Environmental Senior Play ACE classes at
Economics AP Calculus Science Sacramento State
Alignment with University of California A-G Requirements
Humanities: Social Sciences & History – the ―A‖ Requirement
The understanding of social science—economics, history, geography, political science,
and sociology—helps emerging adults to understand their own inner workings; to see
how they are influenced by and connected to other individuals and groups, past and
present, to develop a cultural literacy that will lead to responsible global citizenship; and
to reach the understanding that through their own efforts, they can make a difference in
the world.
Exceeding the California state standards for grades 9-12 and the University of California
―A‖ requirement, the social studies curriculum at Carver will include four years of
history/social science. These will include at least one year of U.S. history, one-half year
of American government, one year of world history, and one year of cultures and
geography.
The Carver curriculum exposes students to the various interpretations of history. The
students learn to distinguish between sound generalizations and misleading
oversimplifications and distinguish valid historical interpretations from fallacious
arguments. Students construct and test hypotheses; collect, evaluate and employ
information from multiple primary and secondary sources; and apply it in oral and
written presentations. Students gain interpretative skills enabling them to identify causal
connections between historical events and larger social, economic, and political trends.
However, they recognize the complexity and limitations of historical causes and effects
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as they interpret the meaning, implication and impact of these events within a
contemporary context rather than solely in terms of present-day norms and values.
Students consider individual human agency as a historical force and to what extent
human actions can cause events to occur differently. Students analyze how human actions
affect our world and examine the associated environmental, economic, and social issues.
Through chronological and spatial thinking, students evaluate the consequences of past
events. Students will consider the impact of historical change in economic, social, and
political contexts. Students will also consider the physical geography, values and beliefs,
and interpersonal relationships of the people affected by historical events. Students will
use a variety of maps and documents to interpret human movement, including major
patterns of domestic and international migration, changing environmental preferences and
settlement patterns, the frictions that develop between population groups, and the
diffusion of ideas, technological innovations, and goods.
Humanities: English/Language Arts—the ―B‖ Requirement
The English/Language Arts curriculum at Carver seeks to offer students literature,
writing and opportunities for inquiry ranging from ancient text selections to
contemporary literature and creative writing. Aligned with the California standards and
the University of California ―B‖ requirement, courses encompass and engage students in
critical thought, deeply develop and hone writing skills and offer ample opportunity for
students to read, discuss, disseminate, integrate, and model the moves of academic and
creative writers.
Students are asked to read widely in a variety of genres, including novels, short stories,
essays, plays, poetry and memoir. Texts selected will reflect a broad range of chronology,
with selections from classical literature, modernist work and contemporary, culturally
diverse writings and theory.
Faculty and students journey through each text, giving their close attention to themes,
style, character, plot, sense of place and relevance to given time period, and they examine
the relationships between the work and the author’s audience and purpose. The conscious
understanding of the power of language is demonstrated in the teaching and facilitation of
analysis skills (including development of rhetorical strategies to break down text) and
literary theory, which will be applied to relevant texts. Additionally, texts are explored
from social, political, cultural, philosophical and sustainability lenses, enhancing the
student’s understanding of the integral role literature plays in our understanding of past
and present. Students write, revise and resubmit essays that reflect the continuing
development of their understanding of a given particular text and assignment. Ample
chance for peer editing of essays and other written work is regularly offered in class.
Finally, the curriculum includes creative writing coursework—giving voice, purpose and
audience to the student’s own writing.
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Mathematics—the ―C‖ Requirement
Mathematics is the study of quantity, structure, space and change. It has been called the
―queen of the sciences‖ owing to its position of central importance in every field of
science. In the Waldorf pedagogy, mathematics is a pure experience of abstract thinking.
A solid grounding in mathematics is essential not only for the student who will pursue
higher education, but for every adult who wishes to participate effectively in a modern
society of ever-increasing complexity. The mathematics curriculum at Carver covers the
mathematical concepts and problem-solving skills that are necessary to prepare students
for higher education and adult life. The subjects taught include Algebra I, Geometry,
Algebra II, Pre-Calculus, and AP Calculus following the California Mathematics Content
Standards, and satisfying the University of California ―C‖ requirement for Mathematics.
Each student completes four full years of mathematics courses, as recommended by the
University of California.
Science—the ―D‖ Requirement
The sciences combine observation, intuition, experimentation and analysis, enabling
critical evaluation of our surroundings and circumstances. An intensive science
background is essential to the ability to make informed decisions about an array of issues
ranging from personal health to environmental sustainability.
The science curriculum includes four years of science, with courses in biology, physics,
chemistry, and environmental science that have both classroom and laboratory
components. Topics in these different areas are integrated. The standards of inquiry that
comprise the critical scientific thought process as well as relevant mathematical concepts
are employed in both lab and classroom instruction throughout the full range of topics
and levels. Communication skills are practiced as integral elements of written lab reports
and oral presentations. Our science curriculum emphasizes laboratory and project-based
learning.
The Science curriculum is based on the academic content standards adopted by the
California State Board of Education. Carver offers a four-year sequence where rigorous
coverage of the foundational subjects of biology, chemistry and physics will satisfy the
University of California ―D‖ requirement. Every effort is taken to ensure that each
student masters these content standards in their entirety. The science curriculum has an
emphasis on inquiry and integration. Inquiry standards refer, in general, to the processes
of critical thinking. They involve application of science concepts, design of experiments,
and the proper use of variables and controls, and they are typically best taught in a
laboratory setting. Due to the ―hands-on‖ nature of the Waldorf curriculum, the number
of hours students spend in the lab is typically high, providing for increased opportunity to
address inquiry standards.
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Foreign Languages—the ―E‖ Requirement
Knowledge of a foreign language is a portal to understanding the culture with which it is
entwined. This creates a heightened global awareness that impels students to look beyond
themselves, past the boundaries of their own culture and circumstances. It fosters their
ability to cross barriers, build bridges, and find common ground with others.
Foreign language courses teach students to read, write, speak and comprehend a foreign
language to an intermediate level, and explore the culture, customs and stories of the
country or countries from which the language originates. Preference will be given to
native-speaking teachers. When there is demand, immersion classes in one or several
languages may be offered during the day or as an extracurricular activity. All Carver
students complete two years of study of the same language other than English satisfying
the University of California ―E‖ requirement.
Visual and Performing Arts—the ―F‖ Requirement
The curriculum at Carver is built on the principle that the practice of art is fundamental to
the development of the imagination, problem solving ability and flexible thinking.
Students gain the means and skills to express themselves artistically and build the
confidence to present their artistic work to an audience of students, parents and the
community at large.
Fine Arts: Examples of our fine arts include watercolor, acrylic and oil painting, color
drawing, life drawing, self-portraiture, print making, sculpting and ceramics. Each of
these courses will give the students the opportunity to apply such skills as research
development, critical analysis, dialogue, specific art technique, personal making of art.
Practical arts: Woodworking, weaving, bookbinding and media arts are examples of our
practical arts. The practical arts engage the student’s will and allow for a reverence and
appreciation to be developed in relation to the beauty of functional tools existing in the
world around us.
Performing Arts: Dramatic plays and readings involve all students, and extracurricular
plays each year will invite further participation in theater. Dance classes are offered as
electives. There are many opportunities for student performances. Carver students satisfy
the University of California "F" requirement by completing a single year long course
from a single visual and performing arts discipline.
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College Preparatory Electives—the ―G‖ Requirement
Carver students satisfy the University of California ―G‖ requirement with one year (two
semesters) of study, in addition to those required in ―A-F‖ above, chosen from the
following areas: visual and performing arts (non-introductory level courses), history,
social science, English, advanced mathematics, laboratory science and language other
than English (a third year in the language used for the "E" requirement or two years of
another language).
Other Subject Areas
Physical Education and Movement
In high school, young adults have the opportunity to develop proficiencies in various
types of movement activities. Physical education supports the experiential learning
process as it relieves stress, opens neurological pathways, builds strength and discipline,
improves self-esteem and enhances collaboration and relationship skills. The program
encompasses both curricular classes, which include games from around the world, sports,
dance, track and field, tumbling, Spatial Dynamic; and an after school program that
supports the curriculum. Through exposure to a wide variety of physical activities,
students will develop healthful habits that last a lifetime.
Agriculture
The study of agriculture deepens students’ sense of place and immerses them in the
natural world through practical activity. Working in a farm or garden, observing,
recording and reflecting on their agricultural practice allow the students the opportunity
to gain an understanding of the complexities of the natural world. Important themes
addressed in agriculture are: knowledge and appreciation of sustainable, organic and
biodynamic farming; responsibility for the earth; science curriculum support and
application; recycling and composting skills and practices; environmental and ecological
study.
Music
Music is experienced as a language, with music theory, harmony, and rhythm as
elemental qualities that give it structure. Music learning involves being active in the
music, experiencing and developing the music as a process. The study of music also
yields insight into human cultural development. For example, Baroque music is self-
centered, thematically singular; Classical emphasizes duality; Romantic utilizes
transitions; Twentieth Century poses modern questions. The Music Program will provide
students with the opportunity to experience examine and develop musical competence.
Carver reserves the right to modify, add or delete these courses in order to best serve our
students most effectively and meet the Waldorf High School curriculum, state and
university requirements.
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Addressing Students Below/Above Grade Level, English Language Learners and
Special Education.
One of the primary benefits of a small school is the ability for the teachers to make a
personal connection with each of the students and understand the students’ needs. Each
student who enrolls in Carver is an individual, with his own learning style, experiences,
interests and goals. In balance with this diversity, Carver believes that all students have in
common the ability to succeed. The staff at Carver will attempt to meet all students where
they are and help them to build upon their strengths with the goal of preparing lifelong
learners who choose to inhabit the world with intention and purpose.
Ongoing formal and informal assessment through both teacher observation and student
self-evaluation and reflection will indicate the need for further evaluation so that every
student is both successful and challenged in their high school career. Parent involvement
will also play an integral role in supporting the learning goals set by the teacher and
student.
As Carver is a public school of the District for purposes of special education services and
funding pursuant to education Code section 47841, Special Education students will be
admitted through cooperation between the SELP and the administration of Carver. At the
time of the IEP, a representative of Carver will assist in determining how to best
implement the IEP in our collaborative system for each student enrolled into Carver.
Carver will also provide appropriate service for ELL students. All Teachers teaching in
the English and History classes are CLAD certified and provide appropriate direct
instruction to ELL students. As part of our process, all teachers are familiar with their
students’ specific data (i.e., CELDT, grades, primary language) as well as specific
interventions and strategies to support language development.
Carver participates in the National School Lunch program in full partnership with
SCUSD. The school works together with the district to ensure full compliance with
applicable state and federal mandates.
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Staff Development
A fundamental element of Waldorf teaching is that we are in a continuous process of
learning ourselves as teachers. All teachers at Carver have, or are working towards, their
Waldorf Teacher Training Certificate. This policy is supported by SCUSD through the
hiring and layoff processes. All teachers and instructional aides must take formal Waldorf
training. Formal Waldorf training is typically a three to five week summer program at
Rudolf Steiner College in Fair Oaks, California. These intensive weeks consist of 10
hour days filled with curriculum development, the study of Waldorf education and
adolescent development. There is an additional component of personal development,
which consists of painting, drama, movement, singing and crafts.
In addition to summer training, all teachers participate in a week-long Summer Institute
in August. We meet every week throughout the year for Common Planning Time in
which we engage in artistic activity and also a Waldorf study.
Student Voice: “I feel appreciated and important when my teacher greets me personally
at the classroom door with a handshake.”
Teacher Voice: “My entire concept of what it means to actually teach and to actually be
a teacher has deepened and strengthened since beginning the Waldorf High School
Teacher Training Program. From the way I have altered my daily rhythm as a teacher to
the way I engage my students, the whole experience so far has caused me to grow and
engage my job in a whole new way, a way that I had always longed for.”
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Element B – Measurable Pupil Outcomes
Students of the School of Arts and Science will achieve the following outcomes:
Pathway Outcomes (see Appendix B)
Academic Skills meeting and exceeding SCUSD, UC and CSU requirements
Students will demonstrate their knowledge and learning by creating main lesson
books which show their academic skills, artistic mastery and personal learning.
(See Appendix C for examples)
Average Daily Attendance of 95%
Community Service: A four year total of 118 hours
Senior Project including internship
90 percent of students will pass the CAHSEE
Meet and surpass API and AYP goals set by the state
Graduation Rates
School Year Class Size Number of Graduates Graduation Rate
2011-2012 62 62 100%
2010-2011 15 13 87%
2009-2010 22 20 91%
2008-2009 13 10 77%
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Following, find standardized testing scores for Carver over the past three years broken
into grade level and subjects.
CST Percent Proficient
English Language Arts
Grade 9
CST Percent Proficient
English Language Arts
Grade 10
CST Percent Proficient
English Language Arts
Grade 11
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CST Percent Proficient
Algebra
CST Percent Proficient
Algebra II
CST Percent Proficient
Geometry
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CST Percent Proficient
World History
CST Percent Proficient
End of Course Science
CST Percent Proficient
End of Course Biology
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Following are tables showing the passing results for the California High School Exit
Exam for the past three years, 2008 to 2010.
2009-2010
School Tested
or Passing
Subject All
Students
Special Education Students
English Learner
(EL) Students
Redesignated Fluent-English
Proficient (RFEP)
Students
Socio- economically
Disadvantaged
Not socio- economically
Disadvantaged
George Washington Carver School of # Tested Math 69 5 15 5 36 29
George Washington Carver School of Passing Math 63 (91%) n/a 14 (93%) n/a 32 (89%) 27 (93%)
George Washington Carver School of # Tested ELA 70 6 15 5 37 29
George Washington Carver School of Passing ELA 67 (96%) n/a 14 (93%) n/a 34 (92%) 29 (100%)
2008-2009
School Tested or Passing
Subject All
Students
Special Education Students
English Learner
(EL) Students
Redesignated Fluent-English
Proficient (RFEP)
Students
Socio- economicall
y Disadvantag
ed
Not socio- economicall
y Disadvantag
ed
George Washington Carver School of Sciences and Art.
# Tested Math 36 3 10 2 17 11
George Washington Carver School of Sciences and Art.
Passing Math 20 (56%) n/a n/a n/a 7 (41%) 9 (82%)
George Washington Carver School of Sciences and Art.
# Tested ELA 35 3 10 2 16 11
George Washington Carver School of Sciences and Art.
Passing ELA 25 (71%) n/a n/a n/a 11 (69%) 9 (82%)
2007-2008
School Tested
or Passing
Subject All Students Special
Education Students
English Learner (EL)
Students
Redesignated Fluent-English
Proficient (RFEP)
Students
Socio- economically
Disadvantaged
Not socio- economically
Disadvantaged
Americas Choice # Tested Math 27 2 2 2 17 3
Americas Choice Passing Math 17 (63%) n/a n/a n/a 10 (59%) n/a
Americas Choice # Tested ELA 29 3 3 2 18 4
Americas Choice Passing ELA 18 (62%) n/a n/a n/a 10 (56%) n/a
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Element C – Methods to Assess Pupil Progress Toward Meeting Outcomes
Carver is committed to high levels of student achievement. Because we know that
students demonstrate their leaning in a variety of ways, we strive to assess in a wide
variety of ways which calls on the whole child to use the head, the heart and the hands.
All state and federally mandated testing is administered. We also use main lesson books,
presentations, artistic activity, regular interim assessments, and projects to monitor
student progress.
Please refer to Appendix D and E: Assessment matrix and School Wide Assessment
Rubrics. Also, there are examples of the Main lesson books or learning portfolios in
Appendix C which show the ongoing process of learning throughout the year.
Student Voice: One thing I appreciate about Carver is the way my teachers care. When I
struggle, my teachers work with me to understand what is wrong and how I can improve
my understanding and my grade. My teachers know me and my passions and how I learn
best. They go out of their way to keep me from falling behind so that I succeed. If “no
child left behind” were to describe something good, it would be Carver.
Element D – Governance Structure of School
The School of Arts and Science is a dependant charter of the Sacramento City Unified
School District (the District). As a dependant charter, the school functions as a legal arm
of the District. Ultimate control over the school will rest with the governing board of the
District. Upon development and adoption of appropriate school-level policies, and in
conformity with applicable laws, the governing board of the District has control over key
elements of the school's operations, including the following:
development and approval of the school's annual budget;
evaluation of the performance of the school's principal and the power to dismiss
the principal in the event that the performance evaluation determines that the
principal is not meeting the school's needs or expectations;
selection and establishment of the school's Waldorf curriculum, instructional
methods and strategies, and instructional calendar, provided these are reasonably
aligned with state-mandated academic content standards;
selection of student assessment practices mandated by applicable state law; and
the review, hiring, evaluation, and retention of all staff.
These policies will be submitted for approval to the District’s governing board. The
District’s governing board agrees to review all reasonable policies in a timely manner.
Upon approval, such policies shall be deemed a material revision of the charter.
The School of Arts and Science will establish a Charter Advisory Board (CAB). The
CAB's composition will include the principal, teachers and other staff, parents, and may
George Washington Carver School of Arts and Science Charter Renewal
January 2012
30
also include community members and students. The CAB will develop a set of
comprehensive, written bylaws that document the CAB's composition, terms of office,
officers, committees, and meeting and advisory procedures. The CAB will ensure parents
of Carver students will be actively involved in the governance of the school through
parent surveys and questionnaires, interviews, and involvement on action teams. Through
these action teams Carver fully intends to involve parents in creating a vision,
maintaining their input for plans for school-wide change, and be actively involved in a
culture which supports parental participation in monitoring and ensuring progress for
student achievement.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
31
Element E – Employee Qualifications
Every teacher holds a valid teaching credential or certificate issued by the California
Commission on Teacher Credentialing. Every teacher must hold a Waldorf teacher
Training Certificate or be earning formal credit toward such a certificate. All documents
are maintained on file at Carver and are subject to periodic inspection by the District. All
Carver teachers are appropriately credentialed so that they may teach all students,
including English Language Learners. In addition, a sufficient cadre of credentialed
special education teachers will be maintained to serve the student population. Teachers
who have taught in urban settings, have demonstrated commitment to reform and
redesign initiatives, have demonstrated competency in subject matter, hold a Waldorf
Teacher Certificate or have knowledge and experience in Waldorf teaching methods, and
who have successfully worked with students of diverse backgrounds will be actively
recruited.
Teacher Qualifications and Expectations:
possession of a valid Teaching Credential;
possession of Waldorf Training Certificate or experience of Waldorf teaching
methodologies and a commitment earn a Waldorf Teacher Training Certificate;
knowledge, skill, and ability in successfully teaching content standards with
Waldorf methods;
willingness to participate in Waldorf training and other district sponsored training
throughout the school year;
ability to work according to a master schedule that has common preparation
periods for teaming with other teachers;
ability to teach Waldorf main lesson.
engage in the analysis of student work and achievement data in order to align their
instruction;
willingness to collaborate in order to create and implement integrated projects;
demonstrate a commitment to push students to exceed state content standards;
demonstrate a willingness to work a longer school day and year;
willingness to cooperate with businesses, colleges, and community partners;
willingness to be observed by other teachers and outside educators;
work collaboratively in an advisory period designed to offer special assistance to
students and build community; and
demonstrate a willingness to work in a Waldorf main lesson block schedule.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
32
Instructional Leader Qualifications and Expectations:
possession of a valid Administrative Services Credential;
possession of a valid Waldorf Teacher Training Certification;
demonstrate leadership in implementing and monitoring a Waldorf high school
program;
demonstrate leadership in monitoring content standards;
willingness to actively participate in, and lead, training sessions for the staff;
knowledge of, and ability to, independently work in a small learning environment;
willingness to demonstrate the Waldorf methods in a classroom setting;
knowledge of creating a master schedule;
ability to work in teams, lead action teams, and monitor school progress;
demonstrate the ability to analyze and interpret data;
willingness to act as Design Coach, Literacy Coach, or Math Coach;
willingness to be held accountable for the implementation of Waldorf methods
demonstrate commitment to working a longer school day and year; and
work actively with parents and students to ensure a climate of academic
achievement and college preparedness.
All other staff will be required to meet the basic work requirements as set out by the
SCUSD. All applicable requirements for employment under the law will be met.
Element F – Health and Safety Procedures
The School of Arts and Science has adopted and implemented a comprehensive set of
health, safety, and risk management policies. These policies shall be developed in
consultation with the Sacramento City Unified School District. The policies address the
following topics:
immunizations of students to the extent required for enrollment in non-charter
public schools;
procedures for response to natural disasters and emergencies, including fires,
floods, and earthquakes;
the prevention of contact with blood-born pathogens;
encouraging instructional and administrative staff to receive training in
emergency response, including ―first responder‖ training or its equivalent;
the administration of prescription drugs and other medicines;
the housing of Carver in district facilities or facilities that have received state Fire
Marshal approval and that have been evaluated by a licensed structural engineer
who has determined the facilities present no substantial seismic safety hazard;
establishing Carver as a drug, alcohol, and tobacco free school and workplace;
constant supervision by the classroom teacher, or designated personnel, for all
guest; lecturers and volunteers;
the utilization of security personnel and school monitors;
George Washington Carver School of Arts and Science Charter Renewal
January 2012
33
a requirement for all visitors to sign in at the reception desk and wear a visitor’s
badge at all times while on the Carver premises;
the establishment of a safe place off the grounds to move the students in the event
of danger;
all staff will follow the District’s guidelines and be tested for tuberculosis;
These policies will be incorporated, as appropriate, into the Carver student and staff
handbooks.
Element G – Means to Achieve Racial and Ethnic Balance Reflective of the
Sacramento City Unified School District
To achieve a racial and ethnic balance among its students that is reflective of the District,
Carver implements broad-based recruiting methods that include, but are not limited to,
the following:
district-wide advertising of Carver’s program and enrollment procedures;
seven to ten Visit Days for all interested students;
regular lunch time visits to middles schools;
presence at all district and middle school sponsored outreach events;
distribution of informational materials in a variety of languages; and
targeted outreach efforts to specific populations via neighborhood groups,
community organizations, churches, mosques, temples, and other organizations;
work with community based organizations specifically address ethnic and cultural
diversity.
Element H – Admissions Requirements
Students will be considered for admission to Carver without regard to race, ethnicity,
national origin, primary language, gender, disability, or achievement level. Students
interested in Carver will be required to adhere to the expectations set out by the school.
Carver will honor the right granted to parents under Education Code 60615 to seek a
waiver of STAR testing.
Every participating student will be expected to attend an orientation to the school along
with a parent or guardian. All parents and students will be asked to sign the Carver
parent-Teacher-Principal-Student compact that outlines the duties and responsibilities of
all community members.
Carver will admit all students who wish to attend the school. Admission to the school will
not be determined based upon the residence of the pupil or his or her parent in the state of
California. However, if the number of students seeking enrollment in Carver exceeds the
George Washington Carver School of Arts and Science Charter Renewal
January 2012
34
capacity of 500, a lottery will be held to determine admission. Admission preferences in
the lottery will be given to students:
1. from a Waldorf elementary school;
2. residing within SCUSD boundaries;
3. existing students of the school will be guaranteed a space for the following year.
4. Lottery priority will be given to siblings of enrolled students and students with
previous Waldorf education.
Element I – Financial Audit
The school's budget and funds are incorporated into those of the District. As a component
financial unit of the District, the school's financial affairs will be audited through the
District's annual external audit process.
Element J – Pupil Suspension and Expulsion
Carver follows the student suspension and expulsion policies of the Sacramento City
Unified School District. The school has developed its own school-specific student
discipline policies and follows such policies in alignment with all applicable laws to
ensure that students are accorded due process. Should any discipline policy not fall within
SCUSD Board policy, it shall be subject to approval by the SCUSD Board and be
considered a material amendment to the charter.
Carver’s policies and rules are distributed in the form of a Student Handbook to every
student at the beginning of the school year.
Element K – Retirement System
As employees of the District, the school's staff will pa
rticipate in the STRS, PERS, and Social Security system in the same fashion as other
district staff.
Element L – Attendance Alternatives
Students who opt to leave Carver may attend other district of residence schools, or pursue
an inter-district transfer, in accordance with the existing enrollment and transfer policies
of the District or county of residence. Admission to Carver does not guarantee the right of
any student into any other school of the District.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
35
Element M – Description of Employee Rights
As a dependent charter school, the staff of Carver are employees of the District and do
not need to leave the District to work at Carver. It should be noted that the District and
SCTA have reached a contract addendum that allows flexibility for small, dependent
charter schools. (See attached document – ―Small High School Dependent Charter
Agreement for Identified Schools‖.)
Element N – Dispute Resolution
The intent of this dispute resolution process is to (1) resolve disputes within the school
pursuant to the school’s policies, (2) minimize the oversight burden on the District, (3)
ensure a fair and timely resolution to disputes, and (4) frame a charter oversight and
renewal process and timeline so as to avoid disputes regarding oversight and renewal
matters.
Public Comments
The Carver staff, the Carver Governing Board, and the District, agree to attempt to
resolve all disputes regarding this charter pursuant to the terms of this section. All shall
refrain from public commentary regarding any disputes until the matter has progressed
through the dispute resolution process.
Disputes Arising from within the School
Disputes arising from within the school, including all disputes among and between
students, staff, parents, volunteers, advisors, partner organizations, and CAB members of
the school, shall be resolved pursuant to policies and processes previously established by
the District.
Disputes between the School and the Charter-Granting Agency
In the event that the school or granting agency have disputes regarding the terms of this
charter or any other issue regarding the school and grantor’s relationship, both parties
agree to follow the process outlined below.
In the event of a dispute between the school and the District, the staff and Governance
Team members of the school agree to first frame the issue in written format and refer the
issue to the Superintendent of the District (or his/her designee) and the Principal of the
school. In the event that the District believes that the dispute relates to an issue that could
lead to revocation of the charter, this shall be specifically noted in the written dispute
statement.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
36
The Principal and the Superintendent (or designee) shall informally meet and confer in a
timely fashion to attempt to resolve the dispute. In the event that this informal meeting
fails to resolve the dispute, both parties shall identify two members from their respective
boards who shall jointly meet with the Superintendent and the Principal and attempt to
resolve the dispute. If this joint meeting fails to resolve the dispute, the Superintendent
and the Principal shall meet to jointly identify a neutral, third party mediator. The format
of the mediation session shall be developed jointly by the Superintendent and the
Principal, and shall incorporate informal rules of evidence and procedure unless both
parties agree otherwise. The findings or recommendations of the mediator shall be non-
binding, unless the boards of the school and the district jointly agree to bind themselves.
Each party shall bear their own costs of participation in the dispute resolution process.
Oversight, Reporting, Revocation, and Renewal
The District may inspect or observe any part of the school at any time, but shall provide
reasonable notice to the Principal prior to any observation or inspection unless such
notice would prevent the performance of reasonable oversight functions. Inspection,
observation, monitoring, and oversight activities may not be assigned or subcontracted to
a third party by the District without the mutual consent of the school’s governance team.
If the governing board of the District believes it has cause to revoke this charter, the
board agrees to notify the school’s governance team in writing, noting the specific
reasons for which the charter may be revoked, and grant the school reasonable time to
respond to the notice and take appropriate corrective action, unless the alleged violation
presents an immediate threat to heath or safety.
The District agrees to receive and review an annual performance report prepared by the
school. Within two months of the receipt of this annual report, the district will notify the
school’s governance team as to whether it considers the school to be making satisfactory
progress relative to the goals specified in this charter. This annual notification will
include the specific reasons for the District's conclusions.
The school’s governance team may request from the District governing board a renewal
or amendment of the charter at any time prior to expiration. The school should present
renewal requests no later than 120 days prior to the expiration of the charter. The District
governing board agrees to hear and render a renewal decision pursuant to the initial
charter petition review timelines and processes as specified in the Education Code
Section 47605.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
37
Element O – Labor Relations
The Sacramento City Unified School District shall be deemed the exclusive public school
employer for purposes of the Education Employment Relations Act. It should be noted
that the District and SCTA have reached a contract addendum that allows flexibility for
small, dependent charter schools. (See ―Small High School‖.)
Element P – School Closure
As a dependent charter school, the assets and liabilities of Carver shall remain those of
the Sacramento City Unified School District. In the event of closure of SAS, its assets
and liabilities shall remain those of the District and shall be audited through usual and
customary audit and property inventory processes.
George Washington Carver School of Arts and Science Charter Renewal
January 2012
38
Renewal of the
George Washington Carver School of Arts and Science
Charter High School
We the undersigned believe that the attached Charter merits consideration and hereby petition
the governing board of the Sacramento City Unified School District to grant approval of the
charter pursuant to Education Code Section 47605 to enable the continued operation of George
Washington Carver School of Arts and Science. George Washington Carver School of Arts and
Science agrees to operate the school pursuant to the terms of The Charter Schools Act and the
provisions of the school’s charter. The petitioners listed below certify that they are teachers who
are meaningfully interested in teaching in the charter school
By the Lead Petitioner:
__________________________ _____________________________ _____________________
Name (please print) Signature Date
The petitioners authorize the Lead Petitioner to negotiate any amendments to the attached charter
that may be mutually agreeable and necessary to secure approval by the Sacramento City Unified
School District governing board.
By the Petitioners:
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
George Washington Carver School of Arts and Science Charter Renewal
January 2012
39
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
__________________________ _____________________________ _____________________
Name (please print) Signature Date
George Washington Carver School of Arts and Science Charter Renewal
January 2012
40
APPENDICES
A. Integrated Garden Matrix
B. The Urban Edge Pathway Outcomes
C. Main Lesson Book Page Samples
D. Assessment matrix
E. School Wide Assessment Rubrics
F. Student Parent Compact
G. Student Parent Handbook
H. Expense Budget Projections
GEORGE WASHINGTON CARVER SCHOOL OF ARTS AND SCIENCE
10101 Systems Parkway Sacramento, CA 95827
(916) 228-5751 FAX (916) 228-5760
www.carverartsandscience.edu
Allegra Alessandri, Ed.D., Principal
A. Integrated Garden Matrix: Nature is our textbook
Some of the LIFE SKILLS learned in the school garden and farm:
PATIENCE: to wait from sowing till harvest
CARE: to weed the crops
EMPATHY: to care for a baby lettuce plant
JOY: to collect the warms eggs
SATISFACTION: to help something grow
BEAUTY: to have a sleepover to help with the spring lambing
COOPERATION: to work together to get the job done
PLANNING: to calculate how long each crop grows till harvest
LEADERSHIP: to take turns being in charge of a crew
SERVICE: to prepare school-grown-meals for the needy in the community
A school garden and farm is a living text book: a great instruction place where school subjects are learned and
applied:
MATHEMATICS: to measure areas and calculate seeding requirements
EARTH SCIENCE: to learn about soil
BOTANY: to realize that a cucumber was once a flower
GENETICS: to cross pea plants just like Mendel did
LINGUISTICS: to break down the Latin names of organisms to their root words
ECOLOGY: to interplant crops and thus lower the insect damage
NUTRITION: to prepare the harvested food in the school cafeteria
ECONOMICS: to sell food at the school’s farmer’s market and calculate the profit or loss
CHEMISTRY: to understand the nutrient cycles from decomposition processes
PHYSICAL EDUCATION: to work different muscle groups
MUSIC: to sing together during weeding
POETRY: to observe Nature and find inspiration
HISTORY: to understand the revolution from an agrarian lifestyle to an industrial one
CIVIL RIGHTS: to understand the plight of migrant farm workers & the works of people like Cesar Chavez
GEORGE WASHINGTON CARVER SCHOOL OF ARTS AND SCIENCE
10101 Systems Parkway Sacramento, CA 95827
(916) 228-5751 FAX (916) 228-5760
www.carverartsandscience.edu
Allegra Alessandri, Ed.D., Principal
A. The Urban EDGE Pathway Outcomes
Sustainability is a core aspect of Waldorf education.
At Carver, Sustainability means living a conscious, moral and enduring way with our finite resources in all
aspects of our lives.
Core Academics
Through a multi-disciplinary and integrated curriculum, GWC students master the academic and practical
standards required for successful college entry and career readiness.
Communication
GWC students are competent communicators verbally, in writing, and in artistic expression.
Problem Solving
GWC students think critically and creatively to solve problems facing their community and themselves:
political, social, environmental, economic and educational issues.
Citizenship
GWC students are able to identify current pressing issues and use critical and creative problem solving skills
to design solutions to these problems in the service of the community and self.
Career Readiness
GWC students demonstrate career readiness, qualities, ethics, personal integrity and professional behavior
protocols that constitute positive and professional demeanor in school and the workplace.
Practical Skills
GWC students have the critical thinking skills to select tools, technology, and art to develop
solutions for a variety of projects they face
GEORGE WASHINGTON CARVER SCHOOL OF ARTS AND SCIENCE
10101 Systems Parkway Sacramento, CA 95827
(916) 228-5751 FAX (916) 228-5760
www.carverartsandscience.edu
Allegra Alessandri, Ed.D., Principal
D. Assessment Matrix
Outcome Curriculum Assessment
Proficiency in
ELA
• Interdisciplinary projects
• Skill-building classes
• Creative and expository writing
exercises
• Reading comprehension passages
• Cooperative group work
• Learning portfolio
• California Standardized tests
• Classroom-based tests, quizzes, and homework
assignments
• Informal assessments*
• Portfolios of written work graded pursuant to
school-developed rubrics
• Presentations of projects graded pursuant to school-
developed rubrics
• Participation in dramatic production
Proficiency in
mathematics
• Skill-building classes
• Interdisciplinary projects
• Cooperative group work
• Learning portfolio
• California Standardized tests
• Classroom-based tests, quizzes, and homework
assignments
• Informal assessments
• Portfolios of written work graded pursuant to
school-developed rubrics
• Presentations of projects graded pursuant to school-
developed rubrics
•Participation in music classes to experience the
mathematics of music
Proficiency in the
social sciences
• Interdisciplinary projects
• Skill-building classes
• Research paper
• Field trips to local and state
historical sites
• Learning portfolio
• California Standardized tests
• Classroom-based tests, quizzes, and homework
assignments
• Informal assessments*
• Portfolios of written work graded pursuant to
school-developed rubrics
• Presentations of projects graded pursuant to school-
developed rubrics
• Participation in community service project of
students design or prearranged project
Proficiency in the
sciences
• Interdisciplinary projects
• Skill-building classes
• Science labs
• Research paper
• Cooperative group work
• Learning portfolio
• California Standardized tests
• Classroom-based tests, quizzes, and homework
assignments
• Informal assessments∗
• Portfolios of written work graded pursuant to
school-developed rubrics
• Presentations of projects graded pursuant to school-
developed rubrics
•Participation in gardening to experience Nature and
a lab and textbook.
Wo
rld
lan
guage
pro
fici
ency
• In
terd
isci
pli
nar
y p
roje
cts
• S
kil
l-b
uil
din
g c
lass
es
• R
esea
rch p
aper
• S
cho
ol-
spo
nso
red
cult
ura
l
acti
vit
ies
and
even
ts
• C
oo
per
ativ
e gro
up
wo
rk
• L
earn
ing p
ort
foli
o
• S
cho
ol-
devel
op
ed e
nd
-of-
cours
e w
riti
ng e
xam
• S
cho
ol-
devel
op
ed o
ral
exam
to
ass
ess
list
enin
g a
nd
spea
kin
g s
kil
ls
• S
cho
ol-
devel
op
ed r
ead
ing e
xam
• P
ort
foli
os
gra
ded
purs
uant
gra
ded
to
a s
cho
ol-
dev
elo
ped
rub
rics
• P
rese
nta
tio
n o
f p
roje
cts
gra
ded
purs
uan
t to
sch
oo
l-
dev
elo
ped
rub
rics
Co
mm
unit
y
serv
ice
• In
terd
isci
pli
nary
co
mm
unit
y
serv
ice
pro
ject
s
• P
rese
nta
tio
n o
f w
ritt
en r
epo
rts
or
po
rtfo
lio
s
do
cum
enti
ng t
he
succ
essf
ul
iden
tifi
cati
on,
imp
lem
enta
tio
n,
and
co
mp
leti
on o
f co
mm
unit
y
serv
ice
pro
ject
s
• T
each
er o
bse
rvat
ions
• S
tud
ent
self
-eval
uat
ions
∗ I
nfo
rmal
ass
essm
ents
inclu
de
use
of
tuto
rial
s, a
cad
em
ic c
onfe
rence
s, p
aren
t co
nfe
rence
s, t
each
er
ob
serv
atio
ns,
and
gro
up
dis
cuss
ion
s an
d a
naly
sis.
Eval
uat
or’
s N
ame:
R
elat
ionsh
ip t
o S
tuden
t:
S
tuden
t’s
Nam
e:
Wri
tin
g R
ub
ric
Wald
orf
Met
ho
ds:
Urb
an
Su
stain
ab
ilit
y
H
abit
s of
Min
d (
Mee
tin
g t
he
Sta
ndar
d-4
):
Not
Pas
sing (
1)
Not
Pas
sing
(2)
Pas
ses
w/R
eser
vat
ions
(3)
Pas
ses
(4)
Pas
ses
w/D
isti
nct
ion (
5)
Wo
nd
er
W
as
the
top
ic t
ho
roug
hly
exp
lore
d?
H
ave
I f
oll
ow
ed a
esth
etic
fo
rm?
Auth
enti
cati
on
Are
th
e id
eas
her
e o
rig
ina
l?
A
re t
her
e a
ny
new
in
sig
hts
off
ered
?
A
re t
hes
e id
eas
rele
van
t an
d m
ean
ing
ful
to r
ead
er o
r
wri
ter?
Lea
rnin
g
I
s th
ere
evid
ence
of
ma
ster
y o
f co
nte
nt?
Is
it
ev
iden
t th
at
this
en
dea
vor
can b
e re
pea
ted
and
imp
rove
d u
pon
in
th
e fu
ture
?
Dev
elo
pm
ent
A
re t
he
ma
in i
dea
s w
ell
dev
elop
ed?
I
s th
ere
an
eff
ecti
ve u
se o
f ex
am
ple
s, e
vid
ence
, an
d
det
ail
s to
sup
po
rt m
ain
id
eas?
I
s th
ere
evid
ence
of
an e
mer
gin
g v
oic
e?
Ord
er
I
s it
org
an
ized
?L
og
ica
l?
I
s th
ere
a d
isce
rnib
le s
tru
ctu
re?
Rig
or
I
s th
e th
esis
wel
l-a
rgu
ed a
nd
su
ppo
rted
?
A
re t
he
ap
pro
pri
ate
pro
fess
iona
l so
urc
es c
on
sult
ed?
I
s th
e to
pic
tho
roug
hly
exa
min
ed a
nd
dis
cuss
ed?
Fin
ess
e
I
s co
rrec
t g
ram
ma
r u
sed
? P
unct
ua
tio
n?
Sp
elli
ng?
A
re t
her
e co
mp
lete
sen
ten
ces?
I
s th
ere
evid
ence
of
pri
de
and
eff
ort
her
e?
Sp
ecif
ic t
o A
ssig
nm
ent:
Co
mm
ents
:
Eval
uat
or’
s N
ame:
R
elat
ionsh
ip t
o S
tuden
t:
S
tuden
t’s
Nam
e:
Cre
ati
ve
Ex
pre
ssio
n R
ub
ric
Wald
orf
Met
ho
ds:
Urb
an
Su
stain
ab
ilit
y
Hab
its
of
Min
d (
Mee
tin
g t
he
Sta
ndar
d-4
):
Not
Pas
sing (
1)
Not
Pas
sing
(2)
Pas
ses
w/R
eser
vat
ions
(3)
Pas
ses
(4)
Pas
ses
w/D
isti
nct
ion (
5)
Wo
nd
er
I
exp
lore
d a
new
are
a?
Auth
enti
cati
on
Th
is i
s m
y o
rigin
al
wo
rk.
I
ha
ve p
erso
na
l m
ean
ing
and
sig
nif
ica
nce
in
my
wo
rk.
Lea
rnin
g
I
ca
n e
xpla
in m
y p
roce
ss o
f w
ha
t I’
ve l
earn
ed.
Dev
elo
pm
ent
I
ap
pli
ed p
revi
ou
sly
lea
rned
ski
lls
to t
his
pro
ject
.
I le
arn
ed n
ew s
kill
s in
th
is p
roje
ct.
Ord
er
M
y p
iece
ha
s re
leva
nt
com
po
siti
on.
Rig
or
I
’ve
con
sult
ed p
rofe
ssio
na
l re
sou
rces
.
I
pu
t fo
rwa
rd m
y b
est
effo
rt o
r I
full
y a
pp
lied
mys
elf.
Fin
ess
e
I
bre
ath
ed l
ife
into
my
pie
ce.
I
wen
t b
eyo
nd
th
e m
ech
an
ics
an
d t
echn
iqu
e.
Sp
ecif
ic t
o A
ssig
nm
ent
Qu
esti
ons/
Note
s:
Eval
uat
or’
s N
ame:
R
elat
ionsh
ip t
o S
tuden
t:
S
tuden
t’s
Nam
e:
Pre
sen
tati
on
Ru
bri
c
Wald
orf
Met
ho
ds:
Urb
an
Su
stain
ab
ilit
y
Wal
dorf
Hab
its
of
Min
d
Not
Pas
sing (
1)
Not
Pas
sing
(2)
Pas
ses
w/R
eser
vat
ions
(3)
Pas
ses
(4)
Pas
ses
w/D
isti
nct
ion (
5)
Wo
nd
er
M
ult
iple
vis
ua
l a
ids
tha
t a
re r
elev
an
t th
ou
gh
tful
V
isua
l aid
is
com
ple
te a
nd
po
lish
ed E
loqu
ence
in
wo
rds
Auth
enti
city
I u
sed
ori
gin
al
idea
s
T
he
pre
sen
tati
on
had
per
son
al
mea
nin
g,
ima
gin
ati
on
,
un
iqu
e, a
pp
rop
ria
te f
or
au
die
nce
Lea
rnin
g
I
ca
n u
se l
ang
ua
ge
of
the
sub
ject
are
a
I
ca
n u
se c
om
pel
ling
, a
nd
acc
ura
te e
vid
ence
fro
m
mu
ltip
le s
ou
rces
I
cit
ed m
ult
iple
per
spec
tive
s
Dev
elo
pm
ent
I
dev
elo
ped
a s
tro
ng
sta
nce
on
a t
op
ic t
o s
ho
w m
y
op
inio
n
I
ca
n i
den
tify
a c
lea
r p
urp
ose
an
d e
xpla
in w
hy
it’s
impo
rtan
t
D
oes
my
wo
rk s
ho
w t
ha
t I
am
im
pro
ving
?
Ord
er
I
ha
ve a
rh
yth
m t
o m
y p
rese
nta
tion
I
ca
n d
ress
to
im
pre
ss b
y w
eari
ng
pro
fess
ion
al
dre
ss
I
am
rea
dy
to p
rese
nt
on
tim
e a
nd t
he
pre
sen
tati
on i
s
nea
t, o
rga
niz
ed,
an
d f
inel
y p
oli
shed
I
ca
n a
rtic
ula
te c
lea
r st
eps
of
the
inve
stig
ati
on
wit
h
clea
r p
urp
ose
I
ca
n s
upp
ort
co
ncl
usi
on
s w
ith e
vid
ence
or
da
ta t
o
acc
ept
or
reje
ct t
he
hyp
oth
esis
I
cit
ed m
y so
urc
es
I
sta
rted
an
d f
inis
hed
on
tim
e
Rig
or
I
co
nsu
lted
pro
fess
iona
l le
vel
reso
urc
es (
sch
ola
rly
essa
ys,
tru
sted
sou
rces
an
d i
nte
rvie
win
g e
xper
ts).
I
sh
ow
ed e
vid
ence
of
the
use
of
tho
se r
eso
urc
es.
I
ref
lect
ed o
n m
y ex
per
ien
ce
Fin
ess
e-
Sen
se o
f ti
min
g
I
sh
ow
ed f
ocu
s on
th
e to
pic
I
sh
ow
ed t
ha
t I
ha
d a
th
eme
I
sh
ow
ed t
ha
t I
ha
d a
th
esis
I
sh
ow
ed t
ha
t co
uld
rea
d m
y au
die
nce
I
ca
n d
emo
nst
rate
go
od
bo
dy
lan
gu
ag
e, e
ye c
on
tact
,
wh
en s
pea
kin
g w
ith t
he
gro
up
.
I
sh
ow
ed a
pp
rop
riate
hu
mo
r
GEORGE WASHINGTON CARVER SCHOOL OF ARTS AND SCIENCE
10101 Systems Parkway Sacramento, CA 95827
(916) 228-5751 FAX (916) 228-5760
www.carverartsandscience.edu
Allegra Alessandri, Ed.D., Principal
School- Parent- Student Compact 2010 – 2011
Schools, families, and students benefit when they all take collective responsibility for quality education. When a partnership exists and each partner fulfills his/her responsibilities, student learning improves. The term ‘school community’ refers to teachers, students, families, other school staff and community members. The signatures below indicate our support of and commitment to the following responsibilities:
Administrative Responsibilities
Teacher Responsibilities Family Responsibilities Student Responsibilities
1. Through collaborative decision making, create with the involvement of staff, families, students and the community, a compelling school vision and a quality Waldorf- inspired educational program with high standards that are widely understood and embraced by the school community.
1. Through collaborative decision making with colleagues, families and students, create a school vision and quality Waldorf- inspired educational program with high standards that are widely understood and embraced by the school community.
1. Through collaborative decision making, participate with school staff and students in creating a compelling school vision and quality Waldorf- inspired educational program with high standards that are widely understood and embraced by the school community.
1. Through collaborative decision making, participate with parents and school staff in creating a compelling school vision and quality Waldorf- inspired educational program with high standards that are widely understood and embraced by the school community.
2. Provide instructional leadership to ensure appropriate instructional practices, high academic standards, student support, and the delivery of a quality core curriculum to all students.
2. Endeavor to motivate my students to learn. Provide appropriate and compelling projects and instruction that actively involves students, and emphasizes high standards within each subject.
2. Communicate the value of education, and provide home support and monitoring of student academic work and progress in school. Weekly check student grades digitally.
2. Produce quality work that meets the high standards of each class and to be a reliable member of each collaborative group.
3. Provide a safe, orderly and positive teaching/learning environment.
3. Provide a safe, orderly, and caring classroom environment conducive to learning.
3. Establish a schedule with my student for study time, TV viewing, peer activities and out-of-school time.
3. Attend school regularly, on time, and with completed projects. Follow agreed upon schedule and home/school rules.
4. Provide appropriate professional development in Waldorf education for staff, families and students to improve teaching and learning and to support collaborative partnerships with families and the community.
4. Participate in professional development opportunities in Waldorf education that improve teaching and learning and support the formation of partnerships with families and the community.
4. Participate in Waldorf education training opportunities with staff that help to improve teaching and learning both at home and at school. Attend all parent meetings as scheduled
4. Participate in school activities with my parents and teachers that help to improve teaching and learning both at home and at school. Always be respectful of other peoples education time and efforts.
5. Maintain open two-way communication between the home and school.
5. Establish two-way communication with families about student progress in school.
5. Communicate regularly with the school.
5. Tell parents honestly what is happening at school and help to maintain two-way communication.
6. Respect the school, students, staff and families.
6. Respect the school, students, staff and families.
6. Respect the school, staff, students, and families.
6. Respect the school, staff, students, and families.
____________________ Principal
____________________ Faculty
_____________________ Parent/Guardian
____________________ Student
Geo
rge
Was
hin
gto
n C
arve
r Sc
ho
ol o
f A
rts
and
Sci
ence
a
Wa
ldo
rf In
spir
ed H
igh
Sch
oo
l
Ho
w w
ill y
ou
en
gage
th
e w
orl
d?
20
11
/20
12
10
10
1 S
yste
ms
Par
kway
, Sac
ram
ento
CA
95
82
7
Ph
on
e: 9
16
.22
8.5
75
1
Fa
x: 9
16
.22
8.5
16
0
Jo
nat
han
P. R
aym
on
d,
A
llegr
a A
less
and
ri, D
r.
Su
per
inte
nd
ent
P
rin
cip
al
Sa
cram
ento
Cit
y U
nif
ied
Sch
oo
l Dis
tric
t
Bo
ard
of
Edu
cati
on
El
lyn
e B
ell,
MA
, LM
SW, P
resi
den
t, (
Are
a 1
) P
atri
ck K
enn
edy,
Vic
e P
resi
den
t, (
Are
a 7
) R
oy
Gri
me
s, M
PA
, MB
A, C
GFM
, 2n
d
Vic
e P
resi
den
t, (
Are
a 6
) Je
rry
Ho
use
man
, Ed
.D.,
(A
rea
2)
Do
nal
d T
erry
, (A
rea
3)
Gu
stav
o A
rro
yo, (
Are
a 4
) D
ian
a R
od
rigu
ez, (
Are
a 5)
A
rth
ur
Fon
g, S
tud
ent
Bo
ard
Mem
ber
Geo
rge
Was
hin
gto
n C
arve
r Sc
ho
ol o
f A
rts
and
Sci
ence
Vis
ion
O
ur
visi
on
is t
hat
all
ou
r st
ud
ents
, reg
ard
less
of
bac
kgro
un
d, w
ill g
rad
uat
e fr
om
Th
e G
eorg
e W
ash
ing
ton
Car
ver
wit
h t
he
op
tio
n o
f go
ing
to c
olle
ge a
nd
mas
ter
the
skill
s an
d k
no
wle
dge
n
eces
sary
fo
r th
em t
o b
e su
cces
sfu
l. O
ur
visi
on
is t
hat
by
lear
nin
g ab
ou
t th
e w
orl
d, s
tud
en
ts w
ill
com
e to
kn
ow
th
emse
lves
G
eorg
e W
ashi
ghto
n Ca
rver
Sch
ool o
f Art
s an
d Sc
ienc
e M
issi
on
To a
chie
ve t
his
vis
ion
, we
will
en
gage
all
stu
den
ts in
dev
elo
pin
g cr
itic
al t
hin
kin
g an
d c
reat
ive
pro
ble
m s
olv
ing
skill
s in
an
inte
grat
ed a
nd
rig
oro
us
colle
ge-p
rep
arat
ory
cu
rric
ulu
m t
hat
inte
grat
es
the
arts
an
d is
sues
of
soci
al ju
stic
e an
d e
nvi
ron
me
nta
l ste
war
dsh
ip, a
nd
ult
imat
ely
enab
le e
ach
st
ud
ent
to f
ind
his
or
her
ow
n u
niq
ue
pat
hs
tow
ard
s b
eco
min
g in
telli
gen
t, s
elf-
con
fid
ent,
an
d
soci
ally
res
po
nsi
ble
ind
ivid
ual
s. O
ur
stu
de
nts
will
hav
e th
e sk
ills
and
kn
ow
led
ge t
o a
dd
ress
th
e q
ues
tio
n: h
ow
will
yo
u e
nga
ge t
he
wo
rld
? W
ald
orf
Met
ho
ds
at C
arve
r H
igh
Sch
oo
l M
uch
of
this
han
db
oo
k co
nce
rns
po
licie
s an
d r
ule
s. A
t al
l tim
es
an a
ttem
pt
is m
ade
to f
ind
a
bal
ance
bet
wee
n t
he
cult
ure
of
tru
st a
nd
res
po
nsi
bili
ty t
he
sch
oo
l wis
hes
to
inst
ill a
nd
th
e n
eed
to
be
very
cle
ar in
exp
ecte
d b
eh
avio
rs a
nd
ou
tco
mes
. Stu
de
nts
will
be
emp
ow
ere
d t
o t
ake
thei
r ed
uca
tio
n in
to t
hei
r o
wn
han
ds
mo
re t
han
at
oth
er s
cho
ols
an
d t
hey
will
als
o b
e gi
ven
a g
reat
er
deg
ree
of
invo
lvem
ent
in s
cho
ol g
ove
rnan
ce. W
ith
th
ese
pri
vile
ges
com
e gr
eate
r re
spo
nsi
bili
tie
s.
As
edu
cato
rs, t
he
staf
f at
GW
CSA
S is
ult
imat
ely
resp
on
sib
le f
or
mai
nta
inin
g a
po
siti
ve a
nd
saf
e le
arn
ing
en
viro
nm
ent.
Stu
de
nt
acti
on
s w
ill d
eter
min
e th
e le
vel o
f tr
ust
th
e st
aff
can
hav
e in
st
ud
ents
an
d t
he
leve
l of
resp
on
sib
ility
th
at is
exp
ecte
d.
The
GW
CSA
S P
led
ge
All
stu
de
nts
at
the
Sch
oo
l of
Art
s an
d S
cie
nce
are
exp
ecte
d t
o b
e p
rin
cip
le d
rive
n in
th
eir
be
hav
ior
and
dai
ly d
ecis
ion
mak
ing
pro
cess
es. E
ach
stu
de
nt,
wit
hin
th
eir
advi
sori
es, w
ill p
arti
cip
ate
in
acti
viti
es d
esig
ne
d t
o b
uild
an
d m
ain
tain
a c
ult
ure
of
resp
on
sib
ility
, res
pec
t, a
nd
tru
st.
In
add
itio
n, a
ll st
ud
ents
are
ask
ed t
o p
led
ge t
he
ir c
om
mit
men
t to
th
ese
pri
nci
ple
s.
Aca
dem
ic E
xpec
tati
on
s A
ll st
ud
en
ts a
re e
xpec
ted
to
per
form
to
th
eir
cap
abili
ties
. G
eorg
e W
ash
ingt
on
Car
ver
is a
pla
ce
that
val
ue
s le
arn
ing
abo
ve a
ll el
se a
nd
exp
ects
SA
S st
ud
ents
to
wo
rk t
o d
evel
op
th
emse
lves
. A
cad
emic
Pro
bat
ion
St
ud
ents
wh
ose
gra
de
po
int
aver
age
is 2
.0 o
r b
elo
w o
r w
ho
hav
e o
ne
or
mo
re f
ailin
g gr
ade
s fo
r m
ore
th
an o
ne
sem
este
r o
r w
ho
are
cre
dit
def
icie
nt
will
be
pla
ced
on
“A
cad
emic
Pro
bat
ion
”.
Stu
den
ts o
n A
cad
emic
Pro
bat
ion
will
be
mo
nit
ore
d o
n a
wee
kly
Pro
gres
s R
epo
rt t
o b
e tu
rned
into
th
e P
rin
cip
al.
Furt
her
ind
ivid
ual
inte
rve
nti
on
s w
ill b
e co
nsi
der
ed. S
tud
ents
will
be
rele
ased
fro
m
Aca
dem
ic P
rob
atio
n w
ith
a S
eme
ster
re
po
rt c
ard
GP
A o
f gr
eate
r th
an 2
.0 a
nd
no
fai
ling
mar
ks.
Stu
den
ts f
ailin
g to
rem
ove
th
emse
lves
fro
m A
cad
emic
Pro
bat
ion
ris
k lo
sin
g th
eir
po
siti
on
at
GW
CSA
S.
Bu
s Tr
ansp
ort
atio
n
Ther
e ar
e n
o d
istr
ict
sch
oo
l bu
ses
that
ser
ve S
AS.
RT
bu
ses
will
sto
p o
n R
ou
tier
Ro
ad.
For
info
rmat
ion
ab
ou
t b
us
rou
tes
and
far
es, p
leas
e ca
ll 3
21
-BU
SS. S
tud
ents
wai
tin
g at
bu
s st
op
s ar
e to
re
pre
sen
t SA
S in
a r
esp
ectf
ul a
nd
res
po
nsi
ble
man
ner
. Stu
de
nts
are
no
t al
low
ed t
o lo
iter
in/o
n
the
bu
sin
esse
s o
n R
ou
tie
r R
oad
.
2
Caf
ete
ria
GW
CSA
S p
arti
cip
ates
in t
he
Fre
e an
d R
edu
ced
Lu
nch
Pro
gram
. It
is v
ery
imp
ort
ant
for
the
fun
din
g o
f th
e sc
ho
ol t
hat
all
stu
den
ts e
ligib
le f
or
free
an
d r
edu
ced
lun
ches
fill
ou
t th
e ap
pro
pri
ate
pap
erw
ork
. Th
is p
aper
wo
rk w
ill b
e se
nt
ho
me
the
firs
t w
eek
of
sch
oo
l St
ud
ents
will
hav
e a
sele
ctio
n o
f u
p t
o e
leve
n it
ems
to c
ho
ose
fro
m e
ach
day
, in
clu
din
g a
sala
d
bar
. O
ffer
ings
will
incl
ud
e h
ot
entr
ees,
sal
ads,
co
ld s
and
wic
hes
, ho
t sa
nd
wic
hes
, piz
za, a
nd
fru
it.
A la
Car
te it
ems
and
milk
will
be
avai
lab
le. B
reak
fast
is a
lso
ava
ilab
le. P
rici
ng:
Bre
akfa
st is
$1
.25
an
d lu
nch
is $
1.7
5. S
tud
ents
may
pay
in a
dva
nce
.
Clu
bs
Clu
bs
on
cam
pu
s ar
e vo
lun
tary
an
d w
ill m
eet
at
lun
ch a
nd
aft
er s
cho
ol.
Stu
de
nts
wis
hin
g to
sta
rt
a cl
ub
sh
ou
ld f
ind
a t
each
er
men
tor
to in
itia
te t
he
clu
b.
Sch
oo
l Lo
cker
s
GW
CSA
S h
as lo
cker
s fo
r u
se d
uri
ng
PE
clas
ses
as w
ell
as lo
cker
s fo
r st
ud
ents
to
sto
re t
he
ir P
E cl
oth
es in
fro
m M
on
day
th
rou
gh F
rid
ay. T
hey
are
sch
oo
l pro
per
ty a
nd
are
th
eref
ore
liab
le t
o
sear
ch b
y sc
ho
ol o
ffic
ials
. PE
stu
den
ts a
re e
xpec
ted
to
lock
th
eir
be
lon
gin
gs in
th
e ap
pro
pri
ate
lock
ers.
Th
e sc
ho
ol w
ill t
ake
no
res
po
nsi
bili
ty f
or
item
s le
ft in
un
lock
ed lo
cker
s o
r le
ft o
ut.
Th
ere
are
no
hal
lway
lock
ers.
SA
S w
ill m
ake
ever
y re
aso
nab
le a
ttem
pt
to p
rovi
de
a “h
om
e co
py”
bo
ok
to e
ach
stu
den
t fo
r ea
ch c
lass
to
elim
inat
e tr
ansp
ort
ing
bo
oks
to
an
d f
rom
sch
oo
l. W
hile
G
WC
SAS
inte
nd
s to
hav
e p
osi
tive
, saf
e, a
nd
tru
stin
g sc
ho
ol c
ult
ure
, pru
de
nce
su
gge
sts
that
st
ud
ents
sh
ou
ld p
rovi
de
a co
mb
inat
ion
pad
lock
th
eir
lock
er f
or
use
du
rin
g P
E. A
lim
ited
nu
mb
er
of
lock
s w
ill b
e so
ld b
y th
e sc
ho
ol.
Em
erg
en
cy In
form
atio
n C
ard
s St
ate
law
s re
qu
ire
that
an
em
erge
ncy
car
d b
e ke
pt
on
cam
pu
s at
all
tim
es. I
n c
ase
of
emer
gen
cies
, it
is im
po
rtan
t th
at B
OTH
sid
es o
f th
e em
erge
ncy
car
d a
re f
illed
ou
t. E
mer
gen
cy
card
s w
ill b
e h
and
ed o
ut
the
firs
t w
eek
of
sch
oo
l an
d m
ay a
lso
be
ob
tain
ed
in t
he
sch
oo
l off
ice.
Car
e o
f B
oo
ks, S
up
plie
s, a
nd
Eq
uip
me
nt
GW
CSA
S p
rid
es it
self
on
its
cult
ure
of
Tru
st a
nd
Res
po
nsi
bili
ty. P
art
of
this
res
po
nsi
bili
ty is
ac
cou
nta
bili
ty f
or
acti
on
s. T
he
follo
win
g p
olic
ies
refl
ect
acco
un
tab
ility
fo
r st
ud
ent
acti
on
s:
Bo
oks
: Te
xt b
oo
ks a
re p
rovi
ded
wit
ho
ut
cost
or
fee.
Ch
arge
s ar
e m
ade,
ho
wev
er, f
or
dam
ages
re
sult
ing
fro
m a
bu
se o
r lo
ss o
f te
xts.
Dam
age
s fr
om
$5
.00
up
will
be
asse
ssed
if t
he
bo
ok
is s
till
use
able
. If
the
bo
ok
is n
o lo
nge
r u
seab
le o
r lo
st, a
ch
arge
eq
ual
to
th
e am
ou
nt
of
the
bo
ok,
tax
an
d s
hip
pin
g w
ill b
e d
ete
rmin
ed
. Bo
ok
pri
ces
ran
ge f
rom
$6
0.0
0 t
o 8
5.0
0. S
tud
ents
sh
ou
ld w
rite
th
eir
nam
e an
d t
hei
r te
ach
er’
s n
ame
on
th
e in
sid
e co
vers
of
thei
r b
oo
ks. A
ll st
ud
ents
an
d t
hei
r p
are
nts
are
req
uir
ed t
o r
ead
, sig
n a
nd
ret
urn
th
e Te
xtb
oo
k A
uth
ori
zati
on
fo
rm w
hic
h d
eta
ils
the
cost
of
the
bo
oks
an
d a
ckn
ow
led
ges
th
e re
spo
nsi
bili
ty f
or
pa
ymen
t fo
r lo
st o
r st
ole
n b
oo
ks.
Sup
plie
s: S
pec
ial a
s w
ell a
s o
ccas
ion
al “
loan
er”
sup
plie
s ar
e p
rovi
ded
. Stu
de
nts
are
exp
ecte
d t
o
sup
ply
tra
dit
ion
al s
up
plie
s su
ch a
s p
ape
r, p
ens,
pen
cils
an
d t
he
ir o
wn
per
son
al b
ind
er. S
tud
ents
m
ay f
ind
it c
on
ven
ien
t to
pu
rch
ase
som
e su
pp
lies
such
as
a re
-wri
tab
le C
D t
o b
ack
up
th
eir
wo
rk
on
. If
stu
de
nts
wis
h t
o li
ste
n t
o s
ou
nd
file
s o
n t
he
ir c
om
pu
ter,
th
ey
mu
st s
up
ply
th
eir
ow
n
hea
dp
ho
nes
. Its
is s
tro
ngl
y re
com
men
de
d t
hat
ine
xpe
nsi
ve h
ead
ph
on
es o
nly
be
bro
ugh
t to
sc
ho
ol.
Fro
m t
ime
to t
ime
a te
ach
er m
ay a
sk f
or
a sm
all,
volu
nta
ry d
on
atio
n t
o o
ffse
t th
e co
st o
f sp
ecia
l mat
eri
als.
Sta
te la
w p
roh
ibit
s ac
tual
fee
s o
r ch
arge
s fo
r m
ater
ials
3
Acc
epta
ble
Use
of
Po
licy
In a
dd
itio
n t
o t
he
SCU
SD A
cce
pta
ble
Use
Po
licy
sen
t h
om
e an
d s
ign
ed a
t th
e b
egin
nin
g o
f th
e ye
ar, A
rts
and
Sci
en
ce h
as it
s o
wn
po
licie
s re
gard
ing
the
fo
llow
ing
pro
hib
ite
d a
ctio
ns
on
C
lass
roo
m a
nd
all
Co
mp
ute
rs:
·
Pe
rso
nal
em
ail:
em
ail c
om
ing
fro
m o
r go
ing
to a
n a
dd
ress
ou
tsid
e o
f sc
ho
ol i
s p
roh
ibit
ed
wit
ho
ut
staf
f ap
pro
val.
The
con
ten
t o
f a
ll em
ail
is s
ub
ject
to
mo
nit
ori
ng
an
d is
no
t to
be
co
nsi
der
ed p
riva
te. E
mai
l co
nta
inin
g o
bsc
en
itie
s, p
erso
nal
att
acks
, gan
g re
fere
nce
s, d
rug
ref
eren
ces,
an
d a
ny
oth
er c
on
ten
t d
eem
ed u
nac
cep
tab
le is
str
ictl
y p
roh
ibit
ed a
nd
will
res
ult
m
inim
ally
in t
he
loss
of
emai
l. ·
A
ll-st
ud
en
t e
ma
il: a
n e
-mai
l wh
ich
go
es t
o e
very
stu
den
t. (
It s
low
s d
ow
n t
he
syst
em)
·
Vis
itin
g P
roxy
sit
es
is P
RO
HIB
ITED
!! S
CU
SD m
ain
tain
s an
inte
rnet
filt
erin
g se
rvic
e
inte
nd
ed
to
pro
tect
stu
de
nts
fro
m a
cces
sin
g in
app
rop
riat
e an
d u
nsa
fe W
ebsi
tes.
An
y W
ebsi
te o
r m
eth
od
of
circ
um
ven
tin
g th
is s
afeg
uar
d w
ill r
esu
lt in
LO
NG
TER
M lo
ss o
f in
tern
et
pri
vile
ges.
·
P
oss
ess
ion
, use
, an
d d
ow
nlo
adin
g o
f Ex
ecu
tab
les:
an
y p
roce
ss (
i.e. p
rogr
am e
xecu
tab
le,
scri
pt,
bat
ch f
ile, e
tc.)
th
at is
no
t p
re-l
oad
ed
on
a C
arve
r co
mp
ute
r o
r ap
pro
ved
by
staf
f is
ST
RIC
TLY
PR
OH
IBIT
ED!
·
Do
wn
loa
din
g o
r St
ream
ing
No
n-s
cho
ol r
ela
ted
Mu
sic
fro
m t
he
Inte
rne
t is
str
ictl
y
pro
hib
ite
d:
E-m
ailin
g lin
ks t
o s
on
gs o
r p
oss
ess
ion
in y
ou
r fa
vori
tes
list
or
do
cum
ent
file
s is
al
so p
roh
ibit
ed.
·
Vie
win
g W
eb
site
s o
f q
ue
stio
nab
le v
alu
e o
r w
eb
site
s u
nre
late
d t
o s
cho
ol w
ork
may
re
sult
in
se
vere
dis
cip
linar
y ac
tio
n:
wh
en in
do
ub
t…as
k.
·
Ch
ain
lett
er/
Co
mm
un
icat
ion
s: a
lett
er o
r co
mm
un
icat
ion
th
at e
nco
ura
ges
the
reci
pie
nt
to
sen
d t
o it
mo
re p
eop
le.
Thes
e ar
e d
isru
pti
ve a
nd
use
exc
ess
ive
serv
er s
pac
e an
d w
ill r
esu
lt in
lo
ss o
f em
ail
pri
vile
ges
. ·
U
sin
g so
me
on
e e
lse
's e
-mai
l acc
ou
nt
will
re
sult
in lo
ss o
f p
rivi
lege
s.
·
Vis
itin
g ch
at r
oo
ms,
usi
ng
Inst
ant
Me
ssag
ing
clie
nts
or
site
s is
pro
hib
ite
d.
·
In
stal
ling
soft
war
e n
ot
app
rove
d b
y Sc
ho
ol A
dm
inis
trat
ion
is a
su
spe
nd
able
off
en
se.
·
Lo
adin
g ga
me
s: P
utt
ing
a ga
me
on
a c
om
pu
ter
for
use
on
th
e co
mp
ute
r.
·
Co
pyi
ng
soft
war
e is
a c
rim
e a
nd
will
be
tre
ate
d a
s su
ch.
·
Pla
giar
ism
is a
cri
me
an
d w
ill b
e t
reat
ed
as
such
.
·
Lo
ggin
g o
n a
n a
cco
un
t n
ot
you
r o
wn
is s
tric
tly
pro
hib
ite
d.
·
Mo
vin
g so
ftw
are
fro
m a
loca
l mac
hin
e t
o a
se
rve
r: c
op
yin
g p
rogr
am f
iles
to t
he
serv
er t
o
be
use
d o
n a
no
ther
mac
hin
e is
nev
er a
llow
ed.
·
I
nap
pro
pri
ate
co
mp
ute
r-to
-co
mp
ute
r co
mm
un
icat
ion
(“h
acki
ng”
): a
ny
atte
mp
t b
y a
st
ud
ent
to c
on
tro
l an
oth
er c
om
pu
ter,
de
lete
/ch
ange
file
s, s
end
ne
two
rk-l
evel
mes
sage
s,
snif
f IP
pac
kets
, or
any
mal
icio
us
or
no
n-s
cho
ol r
elat
ed c
om
pu
ter-
to-c
om
pu
ter
com
mu
nic
atio
n w
ill m
inim
ally
res
ult
in lo
ss o
f p
rivi
lege
s.
·
Pla
yin
g ga
me
s d
uri
ng
clas
s ti
me
is s
tric
tly
pro
hib
ite
d.
·
Usi
ng
raci
st/s
exi
st/t
hre
ate
nin
g co
mm
en
ts in
th
e d
atab
ase
or
em
ail
·
Pri
nti
ng
pe
rso
nal
do
cum
en
ts:
any
pri
nti
ng
do
ne
that
is n
ot
asso
ciat
ed w
ith
th
e cl
assr
oo
m is
n
ot
allo
wed
. ·
U
sin
g sc
ho
ol e
-ma
il o
r th
e s
cho
ol’s
ne
two
rk f
or
pe
rso
nal
gai
n:
usi
ng
you
r em
ail o
r
net
wo
rk t
o m
ake
mo
ney
is a
su
spen
dab
le o
ffen
se.
·
Se
nd
ing
em
ail t
o g
rou
ps
of
larg
er
than
fiv
e m
ust
fir
st b
e a
pp
rove
d b
y a
staf
f m
em
be
r.
·
Po
sse
ssio
n o
r u
se o
f d
est
ruct
ive
pro
gram
s: H
avin
g an
y p
rogr
am t
hat
can
cau
se a
ny
sort
of
d
amag
e to
th
e co
mp
ute
rs w
ill r
esu
lt in
su
spen
sio
n.
·
G
oin
g ar
ou
nd
log-
on
pro
ced
ure
s: u
sin
g a
com
pu
ter
wit
ho
ut
logg
ing
on
th
e co
mp
ute
r (i
.e.,
w
ith
ou
t su
pp
lyin
g yo
ur
use
rnam
e an
d p
assw
ord
), b
oo
tin
g o
ff f
lop
pie
s: u
sin
g a
dis
k to
sta
rt a
co
mp
ute
r w
ith
a d
iffe
ren
t o
per
atin
g sy
stem
su
ch a
s D
OS
is a
lso
pro
hib
ite
d.
4
·
Re
-in
stal
ling
or
re-a
ctiv
atin
g a
pro
gram
th
at h
as b
ee
n r
em
ove
d f
rom
th
e s
yste
m:
p
utt
ing
a p
rogr
am b
ack
on
to a
co
mp
ute
r th
at w
as r
emo
ved
fro
m t
hat
co
mp
ute
r.
·
Pu
rch
ase
s o
ver
the
Inte
rne
t: m
any
thin
gs m
ay b
e b
ou
ght
ove
r th
e In
tern
et
wit
h a
cre
dit
ca
rd. T
he
sch
oo
l can
no
t b
e re
spo
nsi
ble
fo
r th
e lia
bili
ty o
f th
ese
tran
sact
ion
s.
·
Sh
arin
g p
ers
on
al in
form
atio
n w
ith
str
ange
rs o
ver
the
Inte
rne
t: g
ivin
g so
meo
ne
in
form
atio
n w
hic
h c
an b
e u
sed
to
fin
d t
he
pe
rso
n.
·
M
ee
tin
g so
me
on
e y
ou
hav
e m
et
ove
r th
e In
tern
et
·
U
sin
g m
ore
th
an y
ou
r 2
50
MB
lim
it o
n t
he
se
rve
r: h
avin
g fi
les
on
yo
ur
spac
e in
th
e se
rver
w
hic
h u
ses
mo
re t
han
25
0 M
B o
f st
ora
ge s
pac
e.
·
In
div
idu
al C
om
pu
ter
con
figu
rati
on
s (C
PU
an
d M
on
ito
r) a
re t
o b
e le
ft a
s se
t.
·
Ab
use
or
de
stru
ctio
n o
f Te
chn
olo
gy w
ill r
esu
lt in
be
ing
dis
mis
sed
fro
m C
arve
r.
·
Su
bje
ct m
atte
r ge
ne
rate
d o
n S
CU
SD/N
ew
Te
ch t
ech
no
logy
mu
st b
e o
f ac
cep
tab
le a
nd
p
osi
tive
co
nte
nt
List
enin
g t
o M
usi
c is
a p
rivi
leg
e a
t SA
S, n
ot
a r
igh
t. P
layi
ng
mu
sic
wit
ho
ut
per
mis
sio
n, w
ith
ou
t h
ead
pho
nes
, or
wh
en in
tera
ctin
g w
ith
a t
each
er w
ill r
esu
lt
in t
he
loss
of
the
pri
vile
ge.
(R
E-W
RIT
E)
Ple
ase
refe
r to
th
e El
ectr
on
ic D
evic
e se
ctio
n.
The
Staf
f at
GW
CSA
S re
serv
es
the
righ
t to
at
any
tim
e, g
ive
n t
he
rap
idit
y o
f ch
ange
in
tech
no
logy
, to
ad
d, d
elet
e, o
r m
od
ify
the
abo
ve p
olic
ies
and
re
stri
ctio
ns.
We
rese
rve
the
righ
t to
ex
amin
e an
d c
on
fisc
ate
any
sto
rage
dev
ice
use
d o
n c
amp
us.
Lost
an
d F
ou
nd
Th
e lo
st a
nd
fo
un
d d
ep
artm
en
t is
loca
ted
in t
he
fro
nt
Off
ice.
Ath
leti
c El
igib
ility
G
WC
SAS
stu
den
ts a
re e
ligib
le t
o t
ry o
ut
and
par
tici
pat
e o
n t
hei
r h
om
e sc
ho
ol a
thle
tic
team
s. A
co
ntr
act
mu
st b
e si
gn
ed a
nd
del
iver
ed t
o t
he
ho
me
sch
oo
l pri
nci
pa
l/ A
thle
tic
Dir
ecto
r.
Stu
den
ts m
ust
sat
isfy
th
e ac
ade
mic
an
d b
eh
avio
r st
and
ard
s o
f b
oth
sch
oo
ls t
o b
e el
igib
le.
Stu
den
ts n
eed
to
rem
emb
er t
his
is a
pri
vile
ge a
nd
th
ey a
re a
mb
assa
do
rs o
f G
WC
SAS.
A
dd
itio
nal
ly, e
ith
er p
rin
cip
al o
r th
e co
ach
es m
ay u
nila
tera
lly r
emo
ve a
stu
de
nt
fro
m
par
tici
pat
ion
.
5
Geo
rge
Was
hin
gto
n C
arve
r Sc
ho
ol o
f A
rts
and
Sci
ence
G
rad
uat
ion
Req
uir
emen
ts:
240
Cre
dit
s U
niv
ersi
ty o
f C
alif
orn
ia/C
SUS
A-G
en
tran
ce r
equ
irem
en
ts
4 y
ears
En
glis
h
3 y
ears
Mat
h (
Alg
eb
ra, g
eom
etry
an
d A
lgeb
ra II
)
3 y
ears
Lab
ora
tory
Sci
ence
(B
io-P
hys
ical
sci
en
ce f
or
two
yea
rs a
nd
ch
emis
try)
4 y
ears
So
cial
Sci
en
ce
2 y
ears
Fo
reig
n L
angu
age
2 y
ears
Ph
ysic
al E
du
cati
on
1 y
ear
of
Wal
do
rf E
lect
ive
Co
re f
or
the
clas
s o
f 2
01
2
1 y
ear
Fin
e A
rts
1 y
ear
add
itio
nal
Co
llege
Pre
p E
lect
ive
4 y
ears
of
Ad
viso
ry/C
lass
mee
tin
g
12
cre
dit
s o
f co
llege
co
urs
ewo
rk
Co
mm
un
ity
Serv
ice
(16
ho
urs
9th
, 24
ho
urs
10
th, 3
2 h
ou
rs 1
1th
, 40
ho
urs
12
th, 1
12
To
tal h
ou
rs f
or
Gra
du
atio
n)
Sen
ior
Pro
ject
G
rad
es
Gra
des
are
issu
ed
fo
ur
tim
es
each
sch
oo
l yea
r. C
red
its
are
stat
ed a
t th
e e
nd
of
each
sem
este
r.
Qu
arte
r gr
ades
are
“p
rogr
ess”
gra
des
th
at a
re n
ot
per
man
en
tly
reco
rded
. Sem
est
er g
rad
es
are
per
man
en
t gr
ades
th
at a
re r
eco
rded
. Th
e se
mes
ter
grad
e is
th
e to
tal o
f th
e gr
ade
of
the
two
q
uar
ters
. St
ud
en
ts a
re e
xpec
ted
to
pas
s al
l cla
sses
. Stu
den
ts w
ho
fai
l an
y p
ort
ion
of
a cl
ass
will
be
req
uir
ed t
o m
ake
up
th
eir
def
icie
ncy
in s
um
mer
sch
oo
l or
nig
ht
sch
oo
l. Y
ou
may
acc
ess
grad
es
thro
ugh
Par
en
t Za
ngl
e C
on
nec
t.
No
tice
of
Imp
end
ing
Failu
re
If a
stu
de
nt
is in
dan
ger
of
faili
ng
at a
ny
grad
ing
per
iod
, th
e te
ach
er
will
issu
e A
NO
TIC
E O
F IM
PEN
DIN
G F
AIL
UR
E/P
rogr
ess
Rep
ort
no
late
r th
an f
ifte
en in
stru
ctio
nal
day
s b
efo
re t
he
end
of
that
gra
din
g p
erio
d. A
fai
lure
to
issu
e th
e n
oti
ce m
ean
s th
at t
he
stu
de
nt
will
rec
eiv
e fu
ll cr
edit
fo
r th
e co
urs
e, e
xcep
t u
nd
er t
he
con
dit
ion
s es
tab
lish
ed in
an
inco
mp
lete
co
ntr
act
wh
ich
co
uld
hav
e fa
ilin
g as
th
e p
red
eter
min
ed
gra
de
in c
ase
the
con
dit
ion
s o
f th
e co
ntr
act
are
no
t m
et b
y th
e st
ud
ent.
C
om
mu
nit
y C
olle
ge R
equ
irem
en
ts
In o
rder
to
tak
e co
urs
ewo
rk a
t th
e co
mm
un
ity
colle
ge s
tud
ents
mu
st h
ave
an o
vera
ll G
PA
of
2.7
o
r b
ette
r, b
e 1
6 y
ears
of
age,
tak
e co
urs
es n
ot
off
ere
d a
t SA
S, a
nd
be
able
to
pay
fo
r al
l tex
ts a
nd
in
stru
ctio
nal
mat
eria
ls. T
o e
nro
ll st
ud
ents
mu
st h
ave
pre
-ap
pro
val f
rom
th
e co
un
selo
r an
d t
he
Pri
nci
pal
as
wel
l as
com
ple
te a
ll o
f th
e fo
llow
ing:
1
.
An
on
line
app
licat
ion
2
.
An
Ad
van
ced
Ed
uca
tio
n A
pp
licat
ion
fo
rm
3.
Su
bm
issi
on
of
all a
pp
licat
ion
s w
ith
all
req
uir
ed s
ign
atu
res
and
do
cum
ents
4
.
Test
ing
at t
he
Ass
essm
ent
Cen
ter
5.
En
rollm
ent
in t
he
spec
ific
cla
ss t
o b
e ta
ken
Stu
den
ts m
ay v
isit
th
e Lo
s R
ios
Web
pag
e re
gard
ing
Ad
van
ced
Ed
uca
tio
n S
tud
ents
: h
ttp
://s
cc.lo
srio
s.e
du
/~ad
mis
/hig
hsc
ho
ol.h
tml
Stu
den
ts m
ust
pro
vid
e G
WC
SAS
wit
h O
FFIC
IAL
TRA
NSC
RIP
TS f
or
each
cla
ss c
om
ple
ted
in o
rder
to
m
eet
this
req
uir
emen
t.
Cam
pu
s R
ule
s an
d P
olic
ies
Geo
rge
Was
hin
gto
n C
arve
r is
co
mm
itte
d t
o r
ein
ven
tin
g th
e h
igh
sch
oo
l exp
erie
nce
fo
r st
ud
en
ts
and
fam
ilie
s. I
n t
his
sp
irit
, ou
r ru
les
are
stat
ed a
s a
seri
es o
f p
osi
tive
exp
ecta
tio
ns
rath
er t
han
a
list
of
“do
n’t
do
’s”.
Th
e ex
cep
tio
n t
o t
his
is p
olic
ies
rega
rdin
g su
spe
nsi
on
an
d e
xpu
lsio
n, a
nd
th
e u
se o
f te
chn
olo
gy w
hic
h is
re
qu
ired
by
law
to
co
mm
un
icat
e in
wri
tin
g.
Att
en
dan
ce P
olic
y A
tten
dan
ce a
t sc
ho
ol i
s ve
ry im
po
rtan
t. O
ne
can
no
t d
o w
ell a
t sc
ho
ol i
f o
ne
is n
ot
atte
nd
ing
regu
larl
y. A
tte
nd
ance
is e
spec
ially
imp
ort
ant
at S
AS,
wh
ere
if y
ou
are
no
t at
sch
oo
l yo
ur
clas
s su
ffer
s. T
he
sch
oo
l go
al is
97
% a
tten
dan
ce. T
his
allo
ws
abo
ut
7 a
bse
nce
s p
er y
ear
ove
rall.
It
is
the
resp
on
sib
ility
of
all s
tud
ents
wh
o h
ave
bee
n a
bse
nt
fro
m s
cho
ol t
o o
bta
in a
rea
dm
it s
lip
pri
or
to r
etu
rnin
g t
o c
lass
. Th
e A
tten
dan
ce O
ffic
e w
ill o
pen
at
7:0
0 a
.m. a
nd
clo
se a
t 4
:00
p.m
. d
aily
. All
clea
ran
ce s
lips
mu
st b
e st
amp
ed b
y th
e ti
me
clo
ck in
th
e A
tten
dan
ce O
ffic
e. S
ecu
rin
g a
re
ad
mit
is n
ot
a r
easo
n f
or
bei
ng
late
to
cla
ss. T
he
stu
de
nt
may
ch
oo
se t
o g
o t
o t
he
Att
end
ance
O
ffic
e d
uri
ng
pas
sin
g ti
me
or
lun
ch t
ime
for
pic
k-u
p o
f Ea
rly
Dis
mis
sals
. An
y st
ud
ent
wh
o le
ave
s ca
mp
us
wit
ho
ut
a v
alid
off
-ca
mp
us
pa
ss o
r a
n e
arl
y d
ism
issa
l will
be
ma
rked
tru
an
t a
nd
be
sub
ject
to
oth
er c
on
seq
uen
ces.
Ea
rly
Dis
mis
sals
In
th
e ev
ent
that
a s
tud
en
t m
ust
leav
e sc
ho
ol d
uri
ng
the
no
rmal
sch
oo
l day
fo
r d
oct
or
or
den
tal
app
oin
tme
nts
or
any
per
son
al b
usi
ne
ss, h
e o
r sh
e sh
ou
ld b
rin
g a
no
te, o
r p
aren
t/gu
ard
ian
sh
ou
ld c
all t
he
Att
end
ance
Off
ice
. Th
e st
ud
ent
will
nee
d t
o o
bta
in a
n e
arly
dis
mis
sal s
lip f
rom
th
e o
ffic
e to
leav
e ca
mp
us.
Par
en
ts s
ho
uld
be
cert
ain
th
at t
hei
r st
ud
en
t o
bta
ins
an e
arly
d
ism
issa
l bef
ore
th
ey p
ick
the
stu
den
t u
p.
Wh
en
a s
tud
en
t h
as k
no
wle
dge
of
an e
arly
dis
mis
sal,
he/
she
mu
st c
om
e to
th
e A
tte
nd
ance
Off
ice
to p
ick
up
th
e ea
rly
dis
mis
sal s
lip. I
f a
stu
den
t b
eco
mes
ill d
uri
ng
the
sch
oo
l day
, he/
she
sho
uld
go
to
th
e O
ffic
e in
ord
er t
o g
et a
n e
arly
d
ism
issa
l. Il
l or
inju
red
stu
den
ts m
ay n
ot
go h
om
e o
n t
hei
r o
wn
vo
litio
n; t
o d
o s
o w
ou
ld r
esu
lt in
th
e st
ud
en
t b
ein
g m
arke
d t
ruan
t (a
uto
mat
ical
ly)
and
may
be
sub
ject
to
oth
er d
isci
plin
ary
acti
on
. Th
is is
a p
rote
ctio
n f
or
the
stu
de
nt
in c
ase
the
pro
ble
m is
mo
re s
eve
re t
han
th
e st
ud
ent
surm
ises
. Stu
den
ts a
re t
he
resp
on
sib
ility
of
the
sch
oo
l un
til s
uch
tim
e as
th
e p
aren
t/gu
ard
ian
gi
ves
per
mis
sio
n f
or
dis
mis
sal.
Ta
rdy
Po
licy
A s
tud
ent
is c
on
sid
ered
ta
rdy
if t
he
stu
den
t is
no
t in
cla
ss w
ith
th
e p
rop
er m
ate
ria
ls (
such
as
bo
oks
, pa
per
, an
d p
enci
ls)
an
d r
ead
y to
wo
rk a
t th
e fi
rst
pro
mp
tin
g o
f th
e te
ach
ers.
Eve
ry t
ime
a st
ud
ent
wh
o is
late
3 t
ime
s o
r m
ore
per
qu
arte
r (a
ll cl
asse
s in
clu
sive
) w
ill b
e su
bje
ct t
o
dis
cip
linar
y ac
tio
n w
hic
h m
ay in
clu
de
bu
t is
no
t lim
ited
to
Par
ent
con
tact
, co
nfe
ren
ce, a
nd
/or
det
en
tio
n. A
ny
wo
rk d
ue
du
rin
g th
e ti
me
per
iod
in w
hic
h t
he
stu
den
t w
as n
ot
pre
sen
t in
cla
ss
may
no
t b
e ac
cep
ted
(te
ach
er d
iscr
etio
n).
Ch
ron
ic t
ard
ines
s w
ill a
lso
act
ivat
e th
e SA
RT/
SA
RB
p
roce
ss. D
eten
tio
n w
ill a
lso
be
assi
gned
. D
isci
plin
ary
Po
licy
Ple
ase
ref
er t
o t
he
pa
ren
t st
ud
ent
ha
nd
bo
ok.
O
ur
gen
eral
SC
USD
po
licy
is t
hat
1)
afte
r th
e fi
rst
off
ense
th
e st
ud
ent
is g
iven
a w
arn
ing;
2)
the
par
ent
is c
on
tact
ed. 3
) St
ud
en
t se
rves
det
en
tio
n; 4
) st
ud
en
t is
ref
erre
d t
o t
he
off
ice;
5)
par
ents
, te
ach
er, s
tud
en
t an
d p
rin
cip
al m
eet;
6)
stu
de
nt
is s
usp
end
ed.
Po
ssib
le D
isci
plin
ary
Act
ion
s
At
Geo
rge
Was
hin
gto
n C
arve
r st
ud
ents
an
d s
taff
ele
ct t
o w
ork
th
rou
gh s
itu
atio
ns
in w
ays
that
te
ach
. W
hen
th
e o
ccas
ion
ari
ses
and
stu
de
nt
beh
avio
r d
oes
no
t co
nfo
rm t
o t
each
er
exp
ecta
tio
ns
of
the
sch
oo
l ru
les
the
follo
win
g ad
ult
res
po
nse
s ar
e lik
ely:
Te
ach
er c
on
fere
nce
Lo
gica
l co
nse
qu
ence
s- in
clu
din
g fi
nan
cial
re
stit
uti
on
fo
r d
amag
es/
s/ t
hef
t
Lo
ss o
f p
rivi
lege
s
Te
ach
er/
Ad
viso
r/ P
aren
t/ S
tud
en
t co
nfe
ren
ce
R
efer
ral t
o c
ou
nse
lor
R
efer
ral t
o p
rin
cip
al
In
dep
end
ent
stu
dy
Sh
ort
ened
day
Su
spen
sio
n
Ex
pu
lsio
n
Gro
un
ds
for
Susp
ensi
on
an
d/
or
Exp
uls
ion
Th
e Sa
cram
ento
Cit
y U
nif
ied
Sch
oo
l Dis
tric
t’s
Zero
To
lera
nce
Po
licy
stat
es t
hat
ass
ault
s, d
rugs
, w
eap
on
s, r
ob
ber
y an
d e
xto
rtio
n c
on
stit
ute
cau
se f
or
exp
uls
ion
.
Gro
un
ds
for
Imm
ed
iate
Rec
om
men
dat
ion
fo
r Ex
pu
lsio
n
The
infr
acti
on
s lis
ted
be
low
will
res
ult
in a
fiv
e-d
ay a
dm
inis
trat
ive
susp
ensi
on
, lo
ss o
f al
l ext
ra-
curr
icu
lar
acti
vity
pri
vile
ges,
an
d a
n im
med
iate
rec
om
men
dat
ion
of
exp
uls
ion
.
1.
Po
sses
sio
n o
r u
se o
f w
eap
on
s o
r o
ther
dan
gero
us
ob
ject
s. T
his
incl
ud
es,
bu
t is
no
t lim
ited
to
, fir
earm
s, k
niv
es a
nd
/or
exp
losi
ves.
2
. A
bu
se o
f p
erso
nn
el. T
his
is c
lass
ifie
d a
s w
illfu
l ass
ault
or
bat
tery
or
thre
at o
f gr
eat
bo
dily
h
arm
aga
inst
sch
oo
l per
son
nel
co
up
led
wit
h t
he
abili
ty t
o c
om
mit
su
ch h
arm
. 3
. P
oss
esse
d, s
old
, or
furn
ish
ed
a c
on
tro
lled
su
bst
ance
, as
def
ined
in S
ecti
on
11
00
7 o
f th
e
Hea
lth
an
d S
afet
y C
od
e, a
lco
ho
lic b
ever
age,
or
into
xica
nt
of
any
kin
d.
4.
Co
mm
itti
ng
or
atte
mp
tin
g to
co
mm
it s
exu
al a
ssau
lt o
r b
atte
ry.
Susp
ensi
on
Su
spen
sio
n s
hal
l be
imp
ose
d o
nly
wh
en o
ther
mea
ns
of
corr
ecti
on
fai
l to
bri
ng
abo
ut
pro
pe
r co
nd
uct
. H
ow
ever
, a p
up
il m
ay b
e su
spen
de
d f
or
any
of
the
reas
on
s en
um
erat
ed in
Cal
ifo
rnia
Ed
uca
tio
n C
od
e Se
ctio
n 4
89
00
up
on
a f
irst
off
ense
, if
the
pri
nci
pal
or
sup
erin
ten
de
nt
of
sch
oo
ls
det
erm
ine
s th
at t
he
pu
pil
vio
late
d s
ub
div
isio
n A
-O a
nd
2, 3
, 4, a
nd
7 o
f Se
ctio
n 4
89
00
or
that
th
at
pu
pil’
s p
rese
nce
cau
ses
a d
ange
r to
per
son
s o
r p
rop
erty
at
the
sch
oo
l in
wh
ich
th
e p
up
il is
en
rolle
d
a1
) C
ause
d, a
ttem
pte
d t
o c
ause
, or
thre
aten
ed t
o c
ause
ph
ysic
al in
jury
to
an
oth
er p
erso
n.
a2)
Will
ful f
orc
e o
r vi
ole
nce
use
d u
po
n t
he
per
son
of
ano
ther
, exc
ep
t in
sel
f-d
efen
se.
b)
Po
sses
sed
, so
ld, o
r o
ther
wis
e fu
rnis
he
d a
ny
fire
arm
, kn
ife,
exp
losi
ve, o
r o
ther
dan
gero
us
ob
ject
un
less
, in
th
e ca
se o
f p
oss
essi
on
of
any
ob
ject
of
this
typ
e, t
he
pu
pil
had
ob
tain
ed
wri
tten
per
mis
sio
n t
o p
oss
ess
th
e it
em f
rom
a c
erti
fica
ted
sch
oo
l em
plo
yee,
wh
ich
is
con
curr
ed in
by
the
pri
nci
pal
or
the
de
sign
ee o
f th
e p
rin
cip
al.
c) U
nla
wfu
lly p
oss
ess
ed
, use
d, s
old
, or
oth
erw
ise
furn
ish
ed, o
r b
een
un
der
th
e in
flu
ence
of,
an
y co
ntr
olle
d s
ub
stan
ce li
sted
in C
hap
ter
2 (
com
men
cin
g w
ith
Sec
tio
n 1
10
53
) o
f D
ivis
ion
10
o
f th
e H
ealt
h a
nd
Saf
ety
Co
de,
an
alc
oh
olic
bev
erag
e, o
r an
into
xica
nt
of
any
kin
d.
d)
Un
law
fully
off
ere
d, a
rran
ged
, or
neg
oti
ated
to
sel
l an
y co
ntr
olle
d s
ub
stan
ce li
sted
in
Ch
apte
r 2
(co
mm
enci
ng
wit
h S
ecti
on
11
05
3)
of
Div
isio
n 1
0 o
f th
e H
ealt
h a
nd
Saf
ety
Co
de,
an
al
coh
olic
bev
erag
e o
r an
into
xica
nt
of
any
kin
d, a
nd
th
en
eit
her
so
ld, d
eliv
ere
d, o
r o
ther
wis
e fu
rnis
he
d t
o
e) A
ny
pe
rso
n s
ellin
g an
oth
er li
qu
id, s
ub
stan
ce, o
r m
ater
ial a
nd
re
pre
sen
tin
g th
e liq
uid
, su
bst
ance
, or
mat
eria
l as
a co
ntr
olle
d s
ub
stan
ce, a
lco
ho
lic b
ever
age,
or
into
xica
nt.
f)
Co
mm
itte
d o
r at
tem
pte
d t
o c
om
mit
ro
bb
ery
or
exto
rtio
n.
g) C
ause
d o
r at
tem
pte
d t
o c
ause
dam
age
to s
cho
ol p
rop
erty
or
pri
vate
pro
per
ty.
h)
Sto
len
or
atte
mp
ted
to
ste
al s
cho
ol p
rop
erty
or
pri
vate
pro
per
ty.
8
i) P
oss
esse
d o
r u
sed
to
bac
co, o
r an
y p
rod
uct
s co
nta
inin
g to
bac
co o
r n
ico
tin
e p
rod
uct
s,
incl
ud
ing,
bu
t n
ot
limit
ed t
o, c
igar
ette
s, c
igar
s, m
inia
ture
cig
ars,
clo
ve c
igar
ette
s, s
mo
kele
ss
tob
acco
, sn
uff
, ch
ew p
acke
ts, a
nd
bet
el.
Ho
wev
er, t
his
sec
tio
n d
oes
no
t p
roh
ibit
use
or
po
sses
sio
n b
y a
pu
pil
of
his
or
he
r o
wn
pre
scri
pti
on
pro
du
cts.
Ho
wev
er, t
he
pri
nci
pal
sh
all
be
no
tifi
ed
of
any
pre
scri
pti
on
med
icin
e w
hic
h m
ust
be
bro
ugh
t to
p s
cho
ol o
r ta
ken
at
sch
oo
l. j)
Co
mm
itte
d a
n o
bsc
ene
act
or
enga
ged
in h
abit
ual
pro
fan
ity
or
vulg
arit
y.
k) H
ad u
nla
wfu
l po
sses
sio
n o
f, o
r u
nla
wfu
lly o
ffer
ed
, arr
ange
d, o
r n
ego
tiat
ed
to
sel
l an
y d
rug
par
aph
ern
alia
, as
def
ined
in S
ecti
on
11
01
4.5
of
the
Hea
lth
an
d S
afet
y C
od
e.
l) D
isru
pte
d s
cho
ol a
ctiv
itie
s o
r o
ther
wis
e w
illfu
lly d
efie
d t
he
valid
au
tho
rity
of
sup
ervi
sors
, te
ach
ers,
ad
min
istr
ato
rs, s
cho
ol o
ffic
ials
, or
oth
er s
cho
ol p
erso
nn
el e
nga
ged
in t
he
per
form
ance
of
thei
r d
uti
es.
m)
Kn
ow
ingl
y re
ceiv
ed
sto
len
pro
per
ty o
r p
riva
te p
rop
ert
y.
n)
Po
sses
sio
n o
f an
Imit
atio
n F
irea
rm.
Rep
lica
so s
ub
stan
tial
ly s
imila
r in
ph
ysic
al p
rop
erti
es
to a
n e
xist
ing
fire
arm
as
to le
ad a
rea
son
able
per
son
to
co
ncl
ud
e th
at t
he
rep
lica
is a
fi
rear
m.
o)
Co
mm
itte
d o
r at
tem
pte
d t
o c
om
mit
a s
exu
al b
atte
ry a
s d
efin
ed
in S
ecti
on
26
1, 2
66
c,
28
6, 2
88
, 28
8a,
or
28
9 p
f th
e P
enal
Co
de
or
com
mit
ted
a s
exu
al b
atte
ry a
s d
efin
ed
in
Sect
ion
24
3.4
of
the
Pen
al C
od
e.
p)
Har
asse
d, t
hre
ate
ned
, or
inti
mid
ated
a p
up
il w
ho
is a
co
mp
lain
ing
wit
ne
ss o
r w
itn
ess
in a
sc
ho
ol d
isci
plin
ary
pro
cee
din
g fo
r th
e p
urp
ose
of
eith
er p
reve
nti
ng
that
pu
pil
fro
m b
ein
g a
wit
nes
s o
r re
talia
tin
g ag
ain
st t
hat
pu
pil
for
bei
ng
a w
itn
ess
, or
bo
th.
q)
Sexu
al H
aras
smen
t: C
on
du
ct c
on
sid
ered
su
ffic
ien
tly
seve
re o
r p
erva
sive
to
hav
e a
neg
ativ
e im
pac
t u
po
n a
n in
div
idu
al’s
per
form
ance
or
crea
ted
an
inti
mid
atin
g, h
ost
ile, o
r o
ffen
sive
ed
uca
tio
nal
en
viro
nm
en
t (G
rad
e 4
-12
) r
) H
ate
Vio
len
ce:
Will
fully
inte
rfer
ing
wit
h o
r th
reat
enin
g an
oth
er
per
son
’s p
erso
nal
p
rop
erty
or
ori
enta
tio
n.
(A v
erb
al a
ct (
spee
ch)
is n
ot
suff
icie
nt
un
less
th
e sp
eech
th
reat
ens
vio
len
ce a
gain
st p
erso
n o
r p
erso
ns,
an
d p
erp
etra
tor
has
ap
par
en
t ab
ility
to
car
ry o
ut
the
thre
at.
Gra
de
4-1
2)
s) H
aras
smen
t, T
hre
ats,
Inti
mid
atio
n: I
nte
nti
on
al b
eh
avio
r se
vere
en
ou
gh t
o d
isru
pt
clas
s w
ork
, cre
ate
sub
stan
tial
dis
ord
er,
an
d in
vad
ing
the
righ
ts o
f th
at p
up
il o
r gr
ou
p o
f p
up
ils b
y cr
eati
ng
an in
tim
idat
ing
or
ho
stile
ed
uca
tio
nal
en
viro
nm
ent
(Gra
des
4-1
2)
t)
Terr
ori
st t
hre
ats
Sexu
al H
aras
sme
nt:
E.C
. 48
90
0
Sexu
al h
aras
sme
nt
is d
efin
ed a
s: “
un
wel
com
e se
xual
ad
van
ces,
re
qu
ests
fo
r se
xual
fav
ors
, an
d
oth
er v
erb
al, v
isu
al, o
r p
hys
ical
co
nd
uct
of
a se
xual
nat
ure
mad
e b
y so
meo
ne
fro
m o
r in
th
e w
ork
or
edu
cati
on
al s
etti
ng.
” A
ny
stu
den
t w
ho
co
mm
its
sexu
al h
aras
smen
t w
ill b
e su
bje
ct t
o
susp
ensi
on
an
d e
ven
exp
uls
ion
. If
a st
ud
en
t fe
els
he/
she
hav
e b
een
se
xual
ly h
aras
sed
, he/
she
sho
uld
see
th
e P
rin
cip
al o
r co
un
selo
r as
so
on
as
po
ssib
le.
Pro
hib
ite
d Il
lega
l an
d D
ange
rou
s It
em
s (P
.C. 2
56
08
, 26
2.9
, 62
6.1
0, E
.C. 4
89
03
) St
ud
ents
sh
all n
ot
carr
y w
ith
th
em
to
sch
oo
l an
y o
f th
e fo
llow
ing:
Fir
ecra
cker
s, e
xplo
sive
d
evic
es, a
ny
size
kn
ife,
me
tal p
ins,
sta
rs, b
ase
bal
l bat
s, c
lub
s, c
hai
ns,
pel
let
gun
s, n
un
ch
uck
s,
mac
e, p
epp
er
spra
y, s
tun
gu
ns,
or
AN
Y it
em w
hic
h c
ou
ld b
e u
sed
as
a w
eap
on
. Po
sses
sio
n
and
/or
use
of
any
dan
gero
us
wea
po
n o
r o
bje
ct w
ill r
esu
lt in
an
imm
edia
te s
usp
ensi
on
/exp
uls
ion
an
d a
cit
atio
n/a
rre
st b
y th
e P
olic
e o
r Sh
erif
f’s
Dep
artm
ent.
G
amb
ling
Gam
blin
g is
no
t al
low
ed a
t an
y ti
me
or
any
pla
ce o
n c
amp
us.
In a
dd
itio
n t
o le
gal p
en
alti
es,
st
ud
ents
will
be
sub
ject
to
sch
oo
l dis
cip
linar
y p
roce
du
res.
9
Elec
tro
nic
De
vice
s
Stu
den
ts a
re r
emin
ded
th
at t
he
sch
oo
l may
co
nfi
scat
e an
y an
d a
ll el
ectr
on
ic d
evic
es in
clu
din
g ce
ll p
ho
nes
iPo
ds
and
MP
3 p
laye
rs. T
he
sch
oo
l will
no
t b
e lia
ble
fo
r an
item
co
nfi
scat
ed a
nd
ke
pt
lon
ger
than
th
irty
(3
0)
cale
nd
ar d
ays.
An
y st
ud
en
t w
ho
wis
he
s to
rec
ove
r a
con
fisc
ated
item
mu
st
bri
ng
a p
are
nt/
guar
dia
n t
o t
he
sch
oo
l to
rec
laim
it.
Item
s n
ot
reco
vere
d b
y th
e p
aren
t/gu
ard
ian
w
ith
in t
hat
per
iod
of
tim
e, b
eco
me
the
pro
per
ty o
f th
e sc
ho
ol.
Sin
ce w
e ca
nn
ot
guar
ante
e th
eir
secu
rity
an
d b
ecau
se t
hey
are
a d
istr
acti
on
to
th
e le
arn
ing
envi
ron
me
nt
and
/or
po
ten
tial
so
urc
es o
f tr
ou
ble
, no
n-e
ssen
tial
pe
rso
nal
pro
pe
rty
such
as
MP
3
PLA
YER
S, IP
OD
S, R
AD
IOS,
CD
PLA
YER
S, T
ELEV
ISIO
N S
ETS,
VID
EO C
AM
ERA
S, A
ND
WA
LKIE
-TA
LKIE
S A
RE
NO
T A
LLO
WED
AT
SCH
OO
L A
ND
/OR
SC
HO
OL-
SPO
NSO
RED
AC
TIV
ITIE
S u
nle
ss c
lear
ed
wit
h t
he
Pri
nci
pal
. Th
is r
ule
is in
eff
ect
at a
ll ti
mes
wh
en s
tud
ents
are
un
de
r sc
ho
ol s
up
ervi
sio
n s
uch
as,
bu
t n
ot
limit
ed t
o, b
efo
re a
nd
aft
er s
cho
ol,
lun
ch, g
ames
, pe
rfo
rman
ces,
ral
lies,
ass
emb
lies,
an
d p
assi
ng
tim
e. S
cho
ol a
uth
ori
ties
will
co
nfi
scat
e el
ectr
on
ic d
evic
es a
nd
ret
ain
su
ch p
erso
nal
pro
per
ty a
s a
grat
uit
ou
s d
ep
osi
t. P
aren
ts m
ust
pic
k u
p t
he
item
s th
at a
re c
on
fisc
ated
wit
hin
th
irty
(3
0)
cale
nd
ar
day
s. T
hey
will
no
t b
e re
turn
ed t
o t
he
stu
den
t. P
leas
e re
fer
bac
k to
th
e co
mp
ute
r u
sage
po
licy
rega
rdin
g e
lect
ron
ic d
evic
es.
Cel
l Ph
on
e P
olic
y:
In t
he
19
80
s ce
ll p
ho
nes
wer
e b
ann
ed
fro
m s
cho
ols
du
e to
ille
gal d
rug
acti
vity
in c
erta
in a
reas
. SA
S re
cogn
izes
th
at m
any
par
ents
no
w w
ant
thei
r st
ud
ents
to
car
ry c
ell p
ho
ne
s fo
r m
atte
rs o
f co
nve
nie
nce
an
d s
afe
ty. H
ow
ever
, cel
l ph
on
es—
like
all e
lect
ron
ic d
evic
es--
rep
rese
nt
a se
rio
us
po
ten
tial
fo
r b
oth
dis
rup
tio
n o
f th
e sc
ho
ol e
nvi
ron
men
t an
d s
tud
en
ts e
xcee
din
g th
e b
ou
nd
arie
s o
f th
e sc
ho
ol a
nd
par
ents
alik
e. T
he
follo
win
g p
olic
y h
as b
een
dev
elo
ped
in o
rder
to
fac
ilita
te
stu
den
t p
oss
essi
on
of
cell
ph
on
es w
hile
at
sch
oo
l:
Stu
den
ts m
ay
bri
ng
cel
l ph
on
es t
o s
cho
ol i
f th
ey r
ema
in O
FF d
uri
ng
sch
oo
l ho
urs
. C
ell p
ho
nes
are
n
ot
to b
e o
ut
du
rin
g c
lass
tim
e. S
tud
en
ts m
ay p
lace
cal
ls a
t lu
nch
. In
app
rop
riat
e u
se o
f ce
ll p
ho
nes
will
be
han
dle
d in
th
e fo
llow
ing
step
s:
1.
Firs
t O
ffe
nse
: S
tud
ent
will
be
cou
nse
led
by
the
Inst
ruct
or.
2
. Se
con
d O
ffe
nse
: T
he
cell
ph
on
e w
ill b
e co
nfi
scat
ed
an
d lo
cked
up
fo
r th
e re
mai
nd
er o
f th
e d
ay a
nd
th
e p
are
nt
will
be
calle
d. I
t is
th
e st
ud
ent’
s re
spo
nsi
bili
ty t
o r
etri
eve
the
cell
ph
on
e at
th
e e
nd
of
the
day
. 3
. Th
ird
Off
en
se:
The
cell
ph
on
e w
ill b
e co
nfi
scat
ed a
nd
giv
en t
o t
he
Pri
nci
pal
. Par
ents
will
b
e re
qu
ired
to
co
nfe
ren
ce w
ith
th
e P
rin
cip
al.
Par
ents
mu
st m
eet
wit
h t
he
Pri
nci
pal
an
d
pic
k u
p c
ell p
ho
nes
th
at a
re c
on
fisc
ated
wit
hin
th
irty
(3
0)
cale
nd
ar d
ays.
Th
ey w
ill n
ot
be
retu
rned
to
th
e st
ud
en
t.
4.
Last
Off
en
se:
Stu
den
t w
ill n
o lo
nge
r h
ave
the
pri
vile
ge o
f a
cell
ph
on
e in
th
eir
po
sses
sio
n d
uri
ng
the
day
. Th
e st
ud
en
t w
ill b
e re
qu
ire
d t
o c
hec
k th
e ce
ll p
ho
ne
in a
t th
e o
ffic
e d
uri
ng
the
day
. H
ate
Cri
me
s D
ue
to t
he
po
ten
tial
ser
iou
snes
s o
f th
is o
ffen
se a
nd
th
e re
qu
irem
ents
of
Cal
ifo
rnia
Ed
uca
tio
n
Co
de
48
90
0.3
, an
y vi
ola
tio
n o
f th
is r
ule
will
re
sult
in s
usp
ensi
on
an
d m
ay a
lso
res
ult
in a
re
com
men
dat
ion
fo
r ex
pu
lsio
n, r
esti
tuti
on
, an
d/o
r a
po
lice
rep
ort
.
Loss
of
Pri
vile
ges
An
ad
min
istr
ato
r m
ay d
eter
min
e th
at a
stu
den
t w
ho
se b
eh
avio
r is
a li
abili
ty t
o t
he
sch
oo
l may
lo
se t
he
pri
vile
ge o
f p
arti
cip
atio
n in
ext
ra-c
urr
icu
lar
even
ts. T
hes
e ev
ents
may
incl
ud
e, b
ut
are
no
t lim
ited
to
en
d o
f th
e ye
ar a
ctiv
itie
s in
clu
din
g gr
adu
atio
n.
Law
En
forc
eme
nt
Off
icia
ls
Occ
asio
nal
ly, l
aw e
nfo
rcem
ent
off
icer
s w
ill c
om
e to
th
e sc
ho
ol t
o t
alk
wit
h a
stu
den
t co
nce
rnin
g m
atte
rs t
hat
may
or
may
no
t h
ave
any
con
nec
tio
n w
ith
th
e sc
ho
ol.
If a
n o
ffic
er r
emo
ves
a st
ud
ent
fro
m t
he
sch
oo
l,
10
the
sch
oo
l will
mak
e re
aso
nab
le e
ffo
rt t
o c
on
tact
th
e le
gal p
aren
t o
r gu
ard
ian
. Wh
en a
law
en
forc
emen
t o
ffic
er in
terv
iew
s a
stu
den
t at
sch
oo
l, a
sch
oo
l rep
rese
nta
tive
will
be
pre
sen
t. T
he
sch
oo
l ad
min
istr
atio
n w
ill c
all u
po
n la
w e
nfo
rcem
ent
age
nci
es w
hen
it is
de
emed
nec
essa
ry t
o
mai
nta
in o
rder
an
d t
o p
rote
ct t
he
righ
ts o
f al
l in
div
idu
als.
B
icyc
les
B
icyc
les
mu
st b
e p
arke
d a
nd
lock
ed t
o t
he
bik
e ra
ck in
sid
e th
e fr
on
t ga
te d
uri
ng
sch
oo
l ho
urs
.
Un
icyc
les
are
to b
e co
nsi
der
ed c
ove
red
by
this
po
licy
and
are
no
t to
be
sto
red
in c
lass
ro
om
s.
Skat
e b
oar
ds
can
be
use
d w
ith
he
lmet
fo
r “f
rees
tyle
” sk
atin
g o
nly
du
rin
g lu
nch
an
d a
t th
e d
iscr
etio
n o
f te
ach
ers.
Stu
den
ts M
UST
wea
r a
hel
met
. St
ud
en
t P
arki
ng
Stu
den
ts w
ho
dri
ve t
o s
cho
ol s
ho
uld
re
gist
er t
hei
r ca
r in
th
e h
igh
sch
oo
l off
ice.
Stu
den
t p
arki
ng
is lo
cate
d in
par
kin
g lo
t ad
jace
nt
to S
yste
ms
Par
kway
dir
ectl
y in
fro
nt
of
the
mai
n e
ntr
ance
, on
ei
the
r si
de
of
the
dri
vew
ay. S
tud
ents
are
exp
ecte
d t
o d
rive
saf
ely
at a
ll ti
mes
. R
eckl
ess
dri
vin
g w
ill r
esu
lt in
th
e lo
ss o
f p
arki
ng
pri
vile
ges.
Stu
den
ts w
ill n
ot
be
allo
wed
to
leav
e th
e m
ain
ca
mp
us
to g
o t
o t
hei
r ca
r d
uri
ng
the
regu
lar
op
era
tio
n h
ou
rs o
f th
e s
cho
ol d
ay.
Dro
p O
ff a
nd
Pic
k U
p M
ap a
vaila
ble
in t
he
fro
nt
off
ice.
P
hys
ical
Ed
uca
tio
n
All
stu
de
nts
en
rolle
d in
PE
are
req
uir
ed
to
wea
r th
e G
WC
SAS
PE
un
ifo
rm. T
he
can
be
pu
rch
ased
in
th
e fr
on
t o
ffic
e. W
hit
e Sh
irt
and
bla
ck s
ho
rts
or
swea
ts. N
ote
: Sw
eats
an
d s
wea
tpa
nts
are
o
pti
on
al,
bu
t a
re r
eco
mm
end
ed f
or
mo
nth
s o
f co
lder
wea
ther
.
Dre
ss C
od
e
The
follo
win
g gi
ves
spec
ific
info
rmat
ion
reg
ard
ing
the
dre
ss c
od
e:
1.
No
cle
avag
e o
r b
are
mid
riff
to
ps,
tan
k to
ps
sho
uld
hav
e st
rap
s at
leas
t tw
o f
inge
rs w
ide.
G
arm
ents
are
to
be
wo
rn in
go
od
tas
te a
llow
ing
no
un
der
garm
en
t to
be
sho
wn
. Bea
ch
wea
r, h
alte
r to
ps,
bar
e m
idri
ffs
or
ches
ts, s
ee-t
hro
ugh
ou
tfit
s, o
r o
ff t
he
sho
uld
er b
lou
ses
or
dre
sses
are
no
t ap
pro
pri
ate
or
acce
pta
ble
. 2
. N
o p
ub
lic d
isp
lays
of
un
der
wea
r!
3.
No
red
or
blu
e sh
oe
lace
s o
r b
elts
. 4
. Sh
oes
or
san
dal
s ar
e to
be
wo
rn a
t al
l tim
es. H
ou
se s
ho
es/s
lipp
ers
are
no
t ac
cep
tab
le.
5.
Pan
ts a
re a
ccep
tab
le f
or
bo
th m
ale
and
fem
ale
stu
de
nts
. Pan
ts a
re t
o b
e cl
ean
, wit
ho
ut
ho
les.
All
pan
ts a
re t
o b
e w
orn
in a
n a
pp
rop
riat
e fa
shio
n (
No
SA
GG
ING
), b
elte
d a
t th
e w
aist
. No
art
icle
of
un
der
wea
r m
ay b
e sh
ow
ing.
Nyl
on
sw
eats
may
be
wo
rn o
nly
in r
ain
y w
eath
er.
6.
Stu
den
ts a
re n
ot
per
mit
ted
to
wea
r b
an
da
na
s, h
air
net
s, o
r W
ave
-Ca
ps
on
cam
pu
s u
nle
ss
excu
sed
by
a p
hys
icia
n's
lett
er a
nd
wit
h a
dm
inis
trat
ive
app
rova
l. 7
. N
o c
aps,
ho
od
s, s
un
glas
ses
in d
oo
rs, o
r b
ean
ies
are
allo
wed
. Th
is is
no
t a
gen
der
sp
ecif
ic
rule
. 8
. U
nd
erw
ear
typ
e T-
shir
ts w
orn
as
ou
tsid
e ga
rmen
ts a
re u
nac
cep
tab
le.
9.
An
y cl
oth
ing
that
ad
vert
ises
or
pro
mo
tes
dru
gs, a
lco
ho
l or
tob
acco
pro
du
cts,
se
x, r
acis
m
or
vio
len
ce is
un
acce
pta
ble
. 1
0.
Glo
ves
may
be
wo
rn t
o s
cho
ol t
o p
rote
ct h
and
s ag
ain
st in
clem
en
t w
eath
er. G
love
s w
ill b
e re
mo
ved
in t
he
clas
sro
om
. Go
lf g
love
s, b
atti
ng
glo
ves
or
fad
glo
ves
styl
es
are
no
t ac
cep
tab
le.
11
. Sh
ort
s m
ay b
e w
orn
at
the
stu
de
nt'
s d
iscr
etio
n. S
ho
rts
will
be
no
sh
ort
er t
hen
fin
ger-
tip
le
ngt
h, w
hic
h is
gen
eral
ly m
id-t
hig
h.
12
. Sk
irts
an
d d
ress
es m
ay b
e w
orn
th
rou
gho
ut
the
year
an
d m
ust
ad
her
e to
th
e le
ngt
h
stan
dar
d a
pp
lied
to
sh
ort
s. T
her
e a
re n
o s
pag
het
ti s
trap
to
ps
or
dre
sse
s al
low
ed. T
ank
top
s ar
e ac
cep
tab
le a
s lo
ng
as a
yo
un
g la
dy’
s b
ra d
oe
s n
ot
sho
w.
13
. A
ny
atti
re o
r p
arap
he
rnal
ia d
ee
me
d g
ang
rela
ted
by
the
sta
ff m
ay n
ot
be
wo
rn-
incl
ud
ing
the
we
arin
g o
f R
ED o
r B
LUE
(oth
er
than
blu
e je
ans
or
dre
ss a
ttir
e).
1
4.
Dis
trac
tin
g o
r d
ange
rou
s ac
cess
ori
es a
re n
ot
per
mit
ted
(i.e
. gri
lls, s
pik
e n
eckl
aces
).
In r
efer
en
ce t
o t
he
dre
ss c
od
e, if
th
ere
is a
ny
do
ub
t ab
ou
t th
e ap
pro
pri
aten
ess
of
the
atti
re, w
e as
k st
ud
ents
no
t to
wea
r it
. Stu
den
ts w
ill b
e se
nt
or
take
n h
om
e b
eca
use
of
ina
pp
rop
ria
te a
pp
eara
nce
. P
rese
nta
tio
n a
nd
Ass
em
bly
We
ar
Wh
en p
rese
nti
ng,
stu
de
nts
sh
ou
ld d
ress
in “
inte
rvie
w”
clo
the
s. S
tud
en
ts s
ho
uld
be
nea
t an
d w
ear
pro
fess
ion
al o
ffic
e ty
pe
atti
re. S
tud
en
ts s
ho
uld
no
t m
ista
ke f
ash
ion
able
fo
r p
rofe
ssio
nal
. B
efo
re
the
firs
t p
rese
nta
tio
n, w
e w
ill g
o o
ver
this
wit
h s
tud
ents
.
Bo
ys
C
olla
red
Sh
irt
(mu
st b
e tu
cked
in)
N
eck
Tie
Sl
acks
(n
o je
ans)
B
elt
(wit
h p
ants
wo
rn a
t th
e w
aist
)
Le
ath
er D
ress
Sh
oes
or
oth
er d
ark
sho
es
Gir
ls
Sl
acks
(n
o je
ans)
and
Co
llare
d S
hir
t w
hic
h
is n
ot
low
cu
t o
r ex
po
ses
a b
are
mid
riff
D
ress
/ Sk
irt
wit
h a
n a
rm le
ngt
h h
em (
no
n
et s
tock
ings
)
D
ress
Sh
oes
(n
o t
en
nis
sh
oe
s o
r fl
ip f
lop
s)
N
o li
nge
rie
“typ
e”
clo
thin
g
Th
e st
aff
of
Geo
rge
Was
hin
gto
n C
arve
r Sc
ho
ol o
f A
rts
and
Sci
ence
res
erv
es t
he
righ
t to
ad
d, d
elet
e, o
r m
od
ify
any
po
licy
abo
ve b
ased
on
th
e n
eed
s o
f o
ur
com
mu
nit
y.
10
10
1 S
yste
ms
Par
kway
, Sac
ram
ento
, CA
95
82
7 |
(9
16
) 2
28
-57
51
| F
AX
: (9
16
) 2
28
-57
60
12
School: George Washington Carver School of Arts and Science
Object Actual Salary Object Total
Code FTE & Benefits Expense Title Code Budget
Director 1901 1 127,080 Textbooks 4110 30,000
Principal 1311 Other Books (Library) 4210
Assistant Principal 1321 Instructional Supplies 4310 35,000
TEACHERS: Administrative Supplies 4320 5,000
Regular Education 1101 10 999,087 Custodial Supplies 4320 10,000
ROTC Medical Supplies 4320 2,000
Equipment - from $500 to $4,999 4410 10,000
Teacher Substitute 1102 13,728 In District Mileage 5210
Teacher Temporary 1103 Out of District Mileage 5220
Coaching Stipend (Extra Duty/Extra Pay) 1103 Travel/Conference 5230
Head Teacher 1903 Property/Liability Insurance 5450
Librarian 1201 Utilities - Electricity 5510 25,000
Counselor 1211 Utilities - Gas 5520 10,000
Psychologist 1221 Utilities - City 5550 6,000
Nurse Copier Rental 5610 8,000
Instructional Aides -With Benefits 2101 Property/Building Rental 5620
-Without Benefits Other Contracts,Rents,Leases (Maint. Agrmnt.) 5690
Instructional Aide Substitute 2102 Maintenance Services (District staff) 5770
Plant Manager 2221 Capital Improvements (District staff) 5771
Custodian 1.5 95,730 Duplicating/Printing (District staff) 5775
Plant Mgr/Custodian Substitute 2222 Outside Services
Plant Mgr/Custodian Overtime 2224 Instructional 5800 10,000
Bus Duty 2233 Non-instructional 5800
Crossing Guard Security (Other) 5800
Walking Attendant Transportation (Field trips, Athletics)
Library Media Tech 2241 District Transportation 5765 5,000
In-house Suspension 2251 Outside Transportation (Amador,All West,etc 5832
Site, Computer Suprt Tech Tickets/Fees 5810
Campus Monitor Postage Stamps 5911 1,500
Campus Monitor Substitute 2252 Telephone/Cellular Services 5930 2,000
Equipment Purchases - over $5,000 6490
Controller 2401
Office/Attendance Technician 0.5 30,000
Registrar Special Ed Encroachment 7619 97,000
Office Manager 1 80,634 District Oversight
Bookkeeper Administration & Instructional Support 5751 90,000
Career Information Technician Pro Rata (Facility Use) 96,000
Clerks -With Benefits Child, Welfare & Attendance/Police Svs/Other
- Without Benefits Reserve For Economic Uncertainty 9770 35,000
Clerical Substitute 2402 2,500
Clerical Temporary 2403 Other
Parent Advisor 2901 OtherSchool Community Liaison 0.5 38,574
Student Outreach Worker
Noon\Breakfast Duty 2903
Noon\Breakfast Duty Substitute 2902
Total Supplies/Services/Equipment $ 477,500
Other
Other Over/Under Total Allocation $
Total Salary & Benefits $ 1,387,333 GRAND TOTAL $ 1,864,833
CLERICAL STAFFING:
CENTRAL/OTHER COSTS:
REGULAR ED
Classification
2012-2013
REVISED 1/27/2012
School: George Washington Carver School of Arts and Science
Object Actual Salary Object Total
Code FTE & Benefits Expense Title Code Budget
Director 1901 1 127,080 Textbooks 4110 30,000
Principal 1311 Other Books (Library) 4210
Assistant Principal 1321 Instructional Supplies 4310 35,000
TEACHERS: Administrative Supplies 4320 5,000
Regular Education 1101 11 1,089,087 Custodial Supplies 4320 10,000
ROTC Medical Supplies 4320 2,000
Equipment - from $500 to $4,999 4410 10,000
Teacher Substitute 1102 14,728 In District Mileage 5210
Teacher Temporary 1103 Out of District Mileage 5220
Coaching Stipend (Extra Duty/Extra Pay) 1103 Travel/Conference 5230
Head Teacher 1903 Property/Liability Insurance 5450
Librarian 1201 Utilities - Electricity 5510 25,000
Counselor 1211 Utilities - Gas 5520 10,000
Psychologist 1221 Utilities - City 5550 6,000
Nurse Copier Rental 5610 8,000
Instructional Aides -With Benefits 2101 Property/Building Rental 5620
-Without Benefits Other Contracts,Rents,Leases (Maint. Agrmnt.) 5690
Instructional Aide Substitute 2102 Maintenance Services (District staff) 5770
Plant Manager 2221 Capital Improvements (District staff) 5771
Custodian 1.5 95,730 Duplicating/Printing (District staff) 5775
Plant Mgr/Custodian Substitute 2222 Outside Services
Plant Mgr/Custodian Overtime 2224 Instructional 5800 10,000
Bus Duty 2233 Non-instructional 5800
Crossing Guard Security (Other) 5800
Walking Attendant Transportation (Field trips, Athletics)
Library Media Tech 2241 District Transportation 5765 5,000
In-house Suspension 2251 Outside Transportation (Amador,All West,etc 5832
Site, Computer Suprt Tech Tickets/Fees 5810
Campus Monitor Postage Stamps 5911 1,500
Campus Monitor Substitute 2252 Telephone/Cellular Services 5930 2,000
Equipment Purchases - over $5,000 6490
Controller 2401
Office/Attendance Technician 1 51,970
Registrar Special Ed Encroachment 7619 97,000
Office Manager 1 80,634 District Oversight
Bookkeeper Administration & Instructional Support 5751 90,000
Career Information Technician Pro Rata (Facility Use) 96,000
Clerks -With Benefits Child, Welfare & Attendance/Police Svs/Other
- Without Benefits Reserve For Economic Uncertainty 9770 35,000
Clerical Substitute 2402 2,500
Clerical Temporary 2403 Other
Parent Advisor 2901 OtherSchool Community Liaison 1 48,556
Student Outreach Worker
Noon\Breakfast Duty 2903
Noon\Breakfast Duty Substitute 2902
Total Supplies/Services/Equipment $ 477,500
Other
Other Over/Under Total Allocation $
Total Salary & Benefits $ 1,510,285 GRAND TOTAL $ 1,987,785
CLERICAL STAFFING:
CENTRAL/OTHER COSTS:
REGULAR ED
Classification
2023-2014
REVISED 1/27/2012
School: George Washington Carver School of Arts and Science
Object Actual Salary Object Total
Code FTE & Benefits Expense Title Code Budget
Director 1901 1 127,080 Textbooks 4110 30,000
Principal 1311 Other Books (Library) 4210
Assistant Principal 1321 Instructional Supplies 4310 35,000
TEACHERS: Administrative Supplies 4320 5,000
Regular Education 1101 12 1,159,087 Custodial Supplies 4320 10,000
ROTC Medical Supplies 4320 2,000
Equipment - from $500 to $4,999 4410 10,000
Teacher Substitute 1102 15,728 In District Mileage 5210
Teacher Temporary 1103 Out of District Mileage 5220
Coaching Stipend (Extra Duty/Extra Pay) 1103 Travel/Conference 5230
Head Teacher 1903 Property/Liability Insurance 5450
Librarian 1201 Utilities - Electricity 5510 25,000
Counselor 1211 1 104,400 Utilities - Gas 5520 10,000
Psychologist 1221 Utilities - City 5550 6,000
Nurse Copier Rental 5610 8,000
Instructional Aides -With Benefits 2101 Property/Building Rental 5620
-Without Benefits Other Contracts,Rents,Leases (Maint. Agrmnt.) 5690
Instructional Aide Substitute 2102 Maintenance Services (District staff) 5770
Plant Manager 2221 Capital Improvements (District staff) 5771
Custodian 1.5 98,730 Duplicating/Printing (District staff) 5775
Plant Mgr/Custodian Substitute 2222 Outside Services
Plant Mgr/Custodian Overtime 2224 Instructional 5800 10,000
Bus Duty 2233 Non-instructional 5800
Crossing Guard Security (Other) 5800
Walking Attendant Transportation (Field trips, Athletics)
Library Media Tech 2241 District Transportation 5765 5,000
In-house Suspension 2251 Outside Transportation (Amador,All West,etc 5832
Site, Computer Suprt Tech Tickets/Fees 5810
Campus Monitor Postage Stamps 5911 1,500
Campus Monitor Substitute 2252 Telephone/Cellular Services 5930 2,000
Equipment Purchases - over $5,000 6490
Controller 2401
Office/Attendance Technician 1 57,970
Registrar Special Ed Encroachment 7619 97,000
Office Manager 1 82,434 District Oversight
Bookkeeper Administration & Instructional Support 5751 90,000
Career Information Technician Pro Rata (Facility Use) 96,000
Clerks -With Benefits Child, Welfare & Attendance/Police Svs/Other
- Without Benefits Reserve For Economic Uncertainty 9770 35,000
Clerical Substitute 2402 2,500
Clerical Temporary 2403 Other
Parent Advisor 2901 OtherSchool Community Liaison 1 48,556
Student Outreach Worker
Noon\Breakfast Duty 2903
Noon\Breakfast Duty Substitute 2902
Total Supplies/Services/Equipment $ 477,500
Other
Other Over/Under Total Allocation $
Total Salary & Benefits $ 1,696,485 GRAND TOTAL $ 2,173,985
CLERICAL STAFFING:
CENTRAL/OTHER COSTS:
REGULAR ED
Classification
2014-2015
REVISED 1/27/2012